Siste 100 publikasjoner fra Institutt for pedagogikk

• Diamanti, Vassiliki; Garcia Grande, German; Protopapas, Athanassios; Melby-Lervåg, Monica & Lervåg, Arne (2024). Preschool morphological awareness and developmental change in early reading ability . Scientific Studies of Reading. ISSN 1088-8438. doi: 10.1080/10888438.2024.2370843.
• Amundrud, Anja; Rasmussen, Ingvill & Warwick, Paul (2024). How teachers make talk rules relevant as collective scaffolds in the context of digital technology – support for and from microblogging. Teacher Development. ISSN 1366-4530. doi: 10.1080/13664530.2024.2365720.
• Nystad, Kathrin; Drugli, May Britt; Lydersen, Stian; Tveit, Håvard Horndalen; Lekhal, Ratib & Buøen, Elisabet Solheim (2024). Toddlers’ Cortisol Levels in Childcare and at Home. Early Education and Development. ISSN 1040-9289. doi: 10.1080/10409289.2024.2360873.
• Karseth, Berit; Bernotaite, Simona & Sundby, Anniken Hotvedt (2024). The OECD’s narrative on the future curriculum: issuing values. Nordic Journal of Studies in Educational Policy. ISSN 2002-0317. 10(2). doi: 10.1080/20020317.2024.2361937.
• Pagano, Alessandro; Mørch, Anders; Barletta, Vita Santa & Andersen, Renate (2024). AI for Humans and Humans for AI: Towards Cultures of Participation in the Digital Age with Human-Centered Artificial Intelligence. ID&A Interaction design & architecture(s). ISSN 1826-9745. s. 5–16. doi: 10.55612/s-5002-059-001psi.
• Lunde, Ida Martinez & Piattoeva, Nelli (2024). The mundane governance of education through time: the case of national testing in Norway. Critical Studies in Education. ISSN 1750-8487. doi: 10.1080/17508487.2024.2350477.
• Carita, Kiili; Strømsø, Helge Ivar; Bråten, Ivar; Ruotsalainen, Jenni & Räikkönen, Eija (2024). Reading Comprehension Skills and Prior Topic Knowledge Serve as Resources When Adolescents Justify the Credibility of Multiple Online Texts. . Reading Psychology. ISSN 0270-2711. s. 1–28. doi: 10.1080/02702711.2024.2351485. Fulltekst i vitenarkiv
• Tømmerås, Truls; Backer-Grøndahl, Agathe; Høstmælingen, Andreas Teisner; Laland, Hanne; Gomez, Maria & Apeland, Anett Kristin [Vis alle 16 forfattere av denne artikkelen] (2024). Study protocol for a randomized controlled trial of supportive parents – coping kids (SPARCK)—a transdiagnostic and personalized parent training intervention to prevent childhood mental health problems. BMC Psychology. ISSN 2050-7283. 12. doi: 10.1186/s40359-024-01765-y.
• Eng, Kristin Fjæra; Lekhal, Ratib; Helseth, Sølvi; Småstuen Hagen, Milada & Lekhal, Samira (2024). Enhancing adherence to recommended food practices in Norwegian kindergartens: The role of knowledge and application of national guidelines for food and meals. Health Education Journal. ISSN 0017-8969. doi: 10.1177/00178969241249977.
• Espenes, Kristin; Tørmoen, Anita Johanna; Rognstad, Kristian; Hammerstrøm Nilsen, Karianne; Waaler, Pamela Marie & Wentzel-Larsen, Tore [Vis alle 7 forfattere av denne artikkelen] (2024). Effect of Psychosocial Interventions on Children and Youth Emotion Regulation: A Meta-Analysis. Administration and Policy in Mental Health and Mental Health Services Research. ISSN 0894-587X. doi: 10.1007/s10488-024-01373-3.
• Andreassen, Tone Alm & Breit, Eric Martin Alexander (2024). Professional responses to exogenous change: the social work profession and the jurisdictional domain opened up by the Norwegian welfare-to-work reform. Nordic Social Work Research. ISSN 2156-857X. doi: 10.1080/2156857X.2024.2310110.
• Demir, Burcu; Haverkamp, Ymkje Elisabeth; Braasch, Jason & Bråten, Ivar (2024). Investigating the role of prior knowledge in comprehending intratextual and intertextual relationships when reading multiple texts. Learning and Individual Differences. ISSN 1041-6080. 111. doi: 10.1016/j.lindif.2024.102442.
• Yang, Junyi; Lawrence, Joshua & Grøver, Vibeke (2024). What else will I do when I start school? Preschoolers’ wh-questions in dinnertime conversations and their language development. First language. ISSN 0142-7237. Fulltekst i vitenarkiv
• Grøver, Vibeke; Gustafsson, Jan-Eric; Rydland, Veslemøy & Snow, Catherine (2024). Are There Sustained Effects of a Preschool Shared-Reading Intervention Addressing Dual Language Learners? Scientific Studies of Reading. ISSN 1088-8438. doi: 10.1080/10888438.2024.2335925.
• Misiejuk, Kamila; Kaliisa, Rogers & Scianna, Jennifer (2024). Augmenting assessment with AI coding of online student discourse: A question of reliability. Computers & Education: Artificial Intelligence (CAEAI). 6. doi: 10.1016/j.caeai.2024.100216.
• Ovati, Tone Sofie Røsholt; Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib (2024). Teacher perceptions of parent collaboration in multi-ethnic ECEC settings. Frontiers in Education. ISSN 2504-284X. 9. doi: 10.3389/feduc.2024.1340295.
• Lawrence, Joshua & Grøver, Vibeke (2024). What else will I do when I start school? Preschoolers’ wh-questions in dinnertime conversations and their language development. First language. ISSN 0142-7237. s. 1–23. doi: 10.1177/01427237241242177.
• Beal, Charlotte & Steier, Rolf Erik Jorgenson (2024). Dialogues across time and space in a video-based collaborative learning environment. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. doi: 10.1007/s11412-024-09420-9.
• Erstad, Ola Andres; Hegna, Kristinn; Livingstone, Sonia; Negru-Subtirica, Oana & Stoilova, Mariya (2024). How digital technologies become embedded in family life across generations: scoping the agenda for researching ‘platformised relationality’. Families, Relationships and Societies. ISSN 2046-7435. doi: 10.1332/20467435Y2024D000000023. Vis sammendrag

  This article advances the unfolding research agenda on families, relationships and societies in the so-called ‘platform society’ by applying both a relational lens and a multigenerational approach. Our scoping review of the multidisciplinary research literature revealed two main themes linking relationality and digital platforms: (1) the intensification of connectedness, especially in relation to intimacy, belonging and care, and (2) power struggles and conflicts in a context of interdependency and vulnerability. The studies identified suggest that relationality is transformed rather than interrupted through the emergence of new platformed practices as well as the reconfiguration of existing ones. Hence we propose an emphasis on ‘platformised relationality’, and call for greater specificity in the analysis of platform affordances in future research on families’ engagement with digital platforms, as well as greater attention to family relationships beyond the often-studied parent–child relationship.

• Prinsloo, Paul & Kaliisa, Rogers (2024). Dimensions of privacy and its implications for learning analytics. Preliminary insights from/for African higher education. Learning, Media & Technology. ISSN 1743-9884. doi: 10.1080/17439884.2024.2321437.
• Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Strømsø, Helge Ivar (2024). Effects of media multitasking on the processing and comprehension of multiple documents: Does main idea summarization make a difference? Contemporary Educational Psychology. ISSN 0361-476X. 77. doi: 10.1016/j.cedpsych.2024.102271. Fulltekst i vitenarkiv Vis sammendrag

  Media multitasking refers to simultaneous engagement in two activities, or the act of switching between multiple activities, of which at least one is a media activity. Based on this definition, we had 134 Norwegian undergraduates read four partly conflicting documents on sun exposure and health on a computer in order to write a report on the issue, with half of the participants (randomly assigned) receiving and reading short, authentic social media messages on a smartphone while reading the documents, and the other half reading the documents without being sent any such messages. Further, we manipulated what participants did after reading each document paragraph, with half of the participants (randomly assigned) briefly summarizing the main idea of each paragraph in writing, and the other half just rereading each paragraph. Participants’ integrative processing (i.e., cross-text elaboration strategies) were assessed with a task-specific self-report measure immediately after reading all four documents, and their comprehension of the documents was assessed by analyzing their written reports in terms of their ability to elaborate and integrate information within and across the perspectives discussed in the documents. Results indicated that social media multitasking on a smartphone disturbed both the integrative processing and the integrated understanding of the documents, with main idea summarization mitigating or counteracting these negative effects of multitasking. However, when controlling for working memory, reading comprehension skills, and prior knowledge, integrative processing was not found to mediate the effect of multitasking on integrated understanding of the documents. Limitations of the present study and directions for future research are discussed.

• Skåland, Gro & Arnseth, Hans Christian (2024). Making the library of the future identifying the zone of proximal development for a Norwegian public library makerspace. Mind, Culture, and Activity. ISSN 1074-9039. doi: 10.1080/10749039.2024.2316073.
• Sellberg, Charlott; Nazari, Zeinab & Solberg, Mads (2024). Virtual laboratories in STEM higher education: A scoping review. Nordic Journal of Systematic Reviews in Education (NJSRE). doi: 10.23865/njsre.v2.5766.
• Bråten, Ivar; Haverkamp, Ymkje Elisabeth & Anmarkrud, Øistein (2024). Gaining a deeper understanding of the deep cloze reading comprehension test: examining potential contributors and consequences. Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-024-10521-y.
• Silseth, Kenneth; Steier, Rolf Erik Jorgenson & Arnseth, Hans Christian (2024). Exploring students’ immersive VR experiences as resources for collaborative meaning making and learning. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. doi: 10.1007/s11412-023-09413-0.
• Kvernbekk, Tone (2024). Dannelse som anden-ordens fænomen. I Løw, Ole & Jensen, Elsebeth (Red.), Om dannelse i skole og læreruddannelse. Akademisk Forlag. ISSN 9788750064824. s. 183–199.
• Keskinen, Katri A.; Juntunen, Marja-Leena & Nerland, Monika (2024). Expanding professionalism in popular music voice teaching: A framework synthesis. Research Studies in Music Education. ISSN 1321-103X. doi: 10.1177/1321103X231223414. Fulltekst i vitenarkiv
• Zhang, Maoxin; Andersson, Björn & Jin, Shaobo (2024). Fast estimation of generalized linear latent variable models for performance and process data with ordinal, continuous, and count observed variables. British Journal of Mathematical & Statistical Psychology. ISSN 0007-1102. doi: 10.1111/bmsp.12337. Fulltekst i vitenarkiv
• Kucherenko, Svitlana; Rydland, Veslemøy & Grøver, Vibeke (2024). Dual‑language Learners’ Questions and Teacher Responses in Shared Reading in Preschool. Early Childhood Education Journal. ISSN 1082-3301. Fulltekst i vitenarkiv Vis sammendrag

  The current study used sequential analysis to examine dual-language learners’ (DLLs) questions and their relations to teacher responses in the context of small-group shared reading in preschool. Participants were 235 DLLs aged 3–5 years and 60 lead teachers from multiethnic preschool classrooms in Norway. Results showed that across four different books, children most often asked information-seeking questions (61–79%). Furthermore, children asked comprehension- and explanation-seeking questions more often than factseeking ones. Sequential analysis showed that the quality of teacher responses was highly dependent on the type of questions DLLs asked: preschool teachers consistently offered more extended and explanatory responses to DLLs’ comprehension- and explanation-seeking questions, compared to other types of questions. Our results suggest that in this way, children actively influence the extended talk they are exposed to during shared reading. Moreover, their questions offer possibilities for further back-and-forth exchanges about topics meaningful to DLLs.

• Kucherenko, Svitlana; Rydland, Veslemøy & Grøver, Vibeke (2024). Dual-language Learners’ Questions and Teacher Responses in Shared Reading in Preschool. Early Childhood Education Journal. ISSN 1082-3301. doi: 10.1007/s10643-023-01624-2.
• Bearman, Margaret; Tai, Joanna; Henderson, Michael; Esterhazy, Rachelle; Mahoney, Paige & Molloy, Elizabeth (2024). Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature. Assessment & Evaluation in Higher Education. ISSN 0260-2938. doi: 10.1080/02602938.2024.2307332.
• Nordtug, Maja & Petersen, Line Nybro (2024). Navigating Health Communication: The Effects of Mediatization on Responsibility in Complex Decision-Making. SCM. Studies in Communication and Media. ISSN 2192-4007. 13(2), s. 238–260. doi: 10.5771/2192-4007-2024-2-238.
• Sellberg, Charlott; Nordenström, Elin & Säljö, Roger (2024). The development of visual expertise in a virtual environment: A case of maritime pilots in training. Frontline Learning Research. ISSN 2295-3159. 12(1), s. 16–33. doi: 10.14786/flr.v12i1.1217. Fulltekst i vitenarkiv Vis sammendrag

  This study connects to an ongoing discussion about the limits and affordances of simulators as realistic and relevant contexts for professional learning, in this case in the development of visual expertise. Earlier studies of simulator-based maritime pilot training conclude that there are risks associated with so-called negative skills transfer due to a lack of photorealism in simulator environments. The aim of this study is to carefully examine how visual expertise develops in and through training in a simulated environment. Through a practice-based approach to the development of visual expertise, and by using qualitative interaction analysis of video recorded training sessions, the analytical focus is directed towards maritime pilot trainees’ talk about imperfections and inconsistencies in the virtual environment during exercises in a high-fidelity bridge simulator. Considering the multi-layered nature of the maritime pilot’s visual expertise, findings show that the maritime pilots in training noticed and adapted to the specific methodological and technological challenges when manoeuvring a simulated vessel. During such reflection-in-action, they also commented on and explored the differences between, navigating in a simulator, on the one hand, and, on the other hand, navigating on board a ship. Instead of concluding that there is a risk for negative skills transfer that follows from the differences between the two contexts of navigating, we argue that the challenges introduced by representations encountered when training in a virtual environment may add to the expertise of the trainees and lead to enriched conceptual, methodological, and technical knowledge regarding the specificities of visually demanding and ambiguous navigation situations. In this way, this study contributes to advance our understanding of learning in virtual environments to the frontline of learning research.

• Nkwiga, Riziki Charles & Brock-Utne, Birgit (2024). Bottlenecks Teachers face when using an unfamiliar language in rural lower primary classes in Tanzania. . World Studies in Education. ISSN 1441-340X. 24(1), s. 20–32.
• Telle, Johanne Fredrikke Barth & Bugge, Edit (2023). Ulike kapitalformer hos deltakere i norskopplæring og arbeidsliv. I Bugge, Edit & Carlsen, Cecilie Hamnes (Red.), Norsk som andrespråk - voksne innvandrere som utvikler skriftkyndighet på et andrespråk. Cappelen Damm Akademisk. ISSN 9788202725310.
• Kluge, Anders & Hasle, Marlene (2023). Use of Augmented Reality to Integrate Knowledge. ID&A Interaction design & architecture(s). ISSN 1826-9745. doi: 10.55612/s-5002-058-004. Fulltekst i vitenarkiv
• Eie, Siv; Andersen, Renate; Mifsud, Louise; Mørch, Anders & Rustad, Mikkel Bertram (2023). Kritisk tenkning og Minecraft i lærerutdanningen: en studie av samfunnsfagundervisning om det industrielle gjennombruddet i Norge . Nordidactica. ISSN 2000-9879. Fulltekst i vitenarkiv
• Øvrelid, Egil; Bygstad, Bendik; Ludvigsen, Sten Runar & Dæhlen, Morten (2023). Dual Digitalization: A Framework for Digital Transformations of Higher Education. I Pinheiro, Romulo; Tømte, Cathrine Edelhard; Barman, Linda; Degn, Lise & Geschwind, Lars (Red.), Digital Transformations in Nordic Higher Education. Palgrave Macmillan. ISSN 978-3-031-27758-0. s. 53–74. doi: 10.1007/978-3-031-27758-0_3.
• McCrudden, Matthew T.; Bråten, Ivar & Salmerón, Ladislao (2023). Learning from multiple texts. I Tierney, Robert J.; Rizvi, Fazal & Ercikan, Kadriye (Red.), International Encyclopedia of Education. Elsevier. ISSN 978-0-12-818629-9. s. 353–363.
• Kaliisa, Rogers; Jivet, Ioana & Prinsloo, Paul (2023). A checklist to guide the planning, designing, implementation, and evaluation of learning analytics dashboards. International Journal of Educational Technology in Higher Education. ISSN 2365-9440. doi: 10.1186/s41239-023-00394-6.. Fulltekst i vitenarkiv
• Drugli, May Britt; Buøen, Elisabet Solheim & Lekhal, Ratib (2023). Erfaringer med Trygg før 3 - profesjonsutvikling på småbarnsavdelinger - en kvalitativ studie. Paideia - Tidsskrift for professionel pædagogisk praksis. ISSN 1904-9633. 26, s. 20–31.
• Mavroudi, Anna (2023). Challenges and Recommendations on the Ethical Usage of Learning Analytics in Higher Education. I Viberg, Olga & Grönlund, Åke (Red.), Practicable Learning Analytics. Springer. ISSN 978-3-031-27645-3. s. 193–206. doi: https:/doi.org/10.1007/978-3-031-27646-0_11.
• Rognstad, Kristian; Engell, Thomas; Fjermestad, Krister Westlye; Wentzel-Larsen, Tore & Kjøbli, John (2023). Process and Implementation Elements of Measurement Feedback Systems: A Systematic Review. Administration and Policy in Mental Health and Mental Health Services Research. ISSN 0894-587X. doi: 10.1007/s10488-023-01325-3. Fulltekst i vitenarkiv
• Mülder, Hannah; Bergstrøm, Nora; Enqvist-Jensen, Cecilie & Esterhazy, Rachelle (2023). Student Staff as Co-Designers in Higher Education. I Blikstein, Paulo; van Aalst, Jan; Kizito, Rita & Brennan, Karen (Red.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023. International Society of the Learning Sciences (ISLS). ISSN 9781737330677. s. 1973–1974. doi: 10.22318/icls2023.704174.
• Sivesind, Kirsten & Hultén, Magnus (2023). Reform histories and changing educational conceptions of the nation and nationalism in Norwegian and Swedish curricula (1900 - 2000). I Tröhler, Daniel (Red.), Education, Curriculum and Nation-Building Contributions of Comparative Education to the Understanding of Nations and Nationalism. Routledge. ISSN 9781032307589. s. 224–248. doi: https:/doi.org/10.4324/9781003315988-11. Vis sammendrag

  In this chapter we explore the discursive formations of nationalism that resulted from political, cultural, and social processes that shaped curriculum reforms during the 20th century. The study addresses how the various constitutional histories of Norway and Sweden allowed for educational reasoning that legitimized public schooling "for all". A core purpose of national curricula is to connect everyday practices in schools to the outside world, and thereby create a mutual relationship among the school, the state, and the nation. Moreover, state authorities expect curricula to guide planning and teaching on a daily basis through the use of symbols and assumptions. By tracing the history of these relationships, we explore how nation-states have aimed to produce and reproduce themselves through the creation of social conditions and educational processes.

• Litherland, Kristina Torine & Kluge, Anders (2023). Learning to program as empirical inquiry: using a conversation perspective to explore student programming processes. Computer Science Education. ISSN 0899-3408. doi: 10.1080/08993408.2023.2290410. Fulltekst i vitenarkiv
• Sugrue, Ciaran & Solbrekke, Tone Dyrdal (2023). Deliberative leadership: Sustainable practices for public universities? Journal of Praxis in Higher Education (JPHE). Fulltekst i vitenarkiv
• Rydland, Veslemøy & Grøver, Vibeke (2023). Parent inferential questions and child responses during shared reading predict DLLs’ receptive vocabulary development. Journal of Early Childhood Research. ISSN 1476-718X. doi: 10.1177/1476718X231210637. Fulltekst i vitenarkiv Vis sammendrag

  The present study investigated whether parent–child interactions during shared reading in a diverse sample of 91 three- to five-year-old dual language learners (DLLs) in Norway supported the development of the children’s first (L1) and second language (L2) vocabulary skills. The dyads spoke 11 different L1s (i.e., Arabic, Polish, Somali, and Urdu). The analysis of shared reading was based on predefined story elements in the book, and differentiated between whether central story elements were introduced as parent inferential questions and child responses, or as parent and child narrative statements. The children’s L1 and L2 receptive vocabulary skills were assessed prior to the reading as well as 8months later. Regression analyses revealed that parent inferential questions predicted children’s L1 vocabulary development across the time-period. Child responses to adult inferential questions predicted their L1 and L2 vocabulary development. These findings support the growing research base that emphasizes the importance of eliciting child reasoning during shared reading.

• Silseth, Kenneth & Furberg, Anniken (2023). Bridging group work and whole-class activities through responsive teaching in science education. European Journal of Psychology of Education. ISSN 0256-2928. doi: 10.1007/s10212-023-00770-w. Fulltekst i vitenarkiv
• Erstad, Ola Andres; Kucirkova, Natalia; Mangen, Anne; Aarsand, Pål André & Blikstad-Balas, Marte (2023). Reading in the digital age: Differences and commonalities across research approaches. Nordic Journal of Digital Literacy. ISSN 1891-943X. 18(4), s. 272–286. doi: 10.18261/NJDL.18.4.6. Fulltekst i vitenarkiv
• Gunnerud, Hilde Lowell & Bratlie, Siri Steffensen (2023). Assessing developmental language disorder in bilingual immigrant children : The case of morphological knowledge and executive functions. I Hanssen, Natallia Bahdanovich; Harju-Luukkainen, Heidi Katarina & Sundqvist, Christel (Red.), Inclusion and special needs education for immigrant students in the Nordic countries. Routledge. ISSN 9781032355900. s. 51–68. doi: 10.4324/9781003327554-4. Vis sammendrag

  To diagnose developmental language disorders (DLD) in bilingual immigrant children, gathering information on first (L1) and second (L2) language development is important. When information on L1 development is available through parent interviews only, assessments need to rely more on other types of information. Such information could include examination of different features of the L2, and common co-occurring conditions with DLD, such as low executive functions (EF). Morphology is often considered a clinical marker for DLD in monolingual children, but whether L2 morphology is a good clinical marker for DLD in bilingual immigrant children is debatable. As for EF, EF levels in bilingual children are proposed to be superior to monolinguals. Evidence from two meta-analyses warrants caution in emphasizing low morphological L2 levels and average minus EF levels as potential markers for DLD in bilingual immigrant children. The difference between typical monolingual and bilingual children in EF was trivial and in favor of bilingual children, yet not present after controlling for publication bias. The difference in morphological knowledge was moderate to large and in favor of monolingual children. Practical implications for identification of DLD in immigrant children are discussed.

• Bernotaite, Simona & Ottesen, Eli (2023). Entanglement of support and governance in digital curriculum instruments: The case of educational reform in Norway. European Educational Research Journal. ISSN 1474-9041. doi: 10.1177/14749041231213902. Fulltekst i vitenarkiv
• Baek, Chanwoong & Nordin, Andreas (2023). Understanding implicit reference societies in education policy. Journal of Education Policy. ISSN 0268-0939. doi: 10.1080/02680939.2023.2282456. Fulltekst i vitenarkiv
• Donolato, Enrica; Toffalini, Enrico; Rogde, Kristin; Nordahl-Hansen, Anders ; Lervåg, Arne & Norbury, Courtenay Frazier [Vis alle 7 forfattere av denne artikkelen] (2023). Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta-analysis. Campbell systematic reviews. ISSN 1891-1803. 19(4), s. 1–48. doi: 10.1002/cl2.1368. Fulltekst i vitenarkiv
• Scianna, Jennifer & Kaliisa, Rogers (2023). ‘SSEEN’: a networked approach to uncover connections between sentiment, social, and epistemic elements of student online forum discourse. Educational technology research and development. ISSN 1042-1629. doi: 10.1007/s11423-023-10310-4. Fulltekst i vitenarkiv
• Karseth, Berit (2023). Curriculum, National Identity, and National Literacy. I Fox, Stephanie & Boser, Lukas (Red.), National Literacies in Education. Historical Reflections on the Nexus of Nations, National Identity, and Education. Palgrave Macmillan. ISSN 978-3-031-41761-0. s. 125–142. doi: doi.org/10.1007/978-3-031-41762-7_10. Vis sammendrag

  This chapter elaborates on how curriculum may represent aspects of national identity and what Daniel Tröhler calls ‘national literacy’. Inspired by this concept the chapter offers an analysis of three Norwegian curricula from 1997 to 2020. The analysis of the curriculum documents shows significant changes in the period. The format has changed from a hardcover book with many illustrations to an interactive curriculum situated on a digital platform. Furthermore, the content of the curriculum has changed from emphasizing common frames of reference to emphasizing rather open learning outcomes using certain verbs. The newest curriculum represents a cultural artifact in which competence aims linked to the different school subjects make up the overall structure. Compared to the curriculum in the 1990s, there are very few symbols, historical events, and detailed content descriptions in the curriculum. This may indicate that what it means to be nationally literate has changed, and that the discourse about who we are seems less evident. However, the lack of a clear national narrative does not necessarily mean that the curriculum plays a minor role in defining national aspirations.

• Alexandersen, Nina; Zachrisson, Henrik Daae; Røysamb, Espen; Wilhelmsen, Tiril; Wang, Mari Vaage & Brandlistuen, Ragnhild Eek (2023). Preschool structural quality and student–teacher closeness are related to children's adjustment: sibling-informed design. Early Childhood Research Quarterly. ISSN 0885-2006. 66, s. 48–60. doi: 10.1016/j.ecresq.2023.08.009. Fulltekst i vitenarkiv
• Stensaker, Bjørn (2023). Rebuilding Collegiality? Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. s. 209–214.
• Stensaker, Bjørn (2023). Policy Framing in Canada, the U.S. and Western Europe – A Comparison, Comparative Higher Education Politics. Policymaking in North America and Western Europe. Springer. ISSN 9783031258664. s. 313–324. Vis sammendrag

  This volume provides an overview of the state of the art of research on the politics of higher education policy in Canada, the US, and Western Europe. Each thematic chapter combines an extensive literature review with original empirical work that further advances our understanding of policymaking dynamics in higher education. The book covers five key aspects of policymaking, namely the politics of governance as well as funding reforms, the role of interest groups, policy diffusion, and policy framing. These aspects are explored using a unique comparative design that combines comparisons within as well as between regions, and among the five key aspects of policymaking. The conceptual framework is anchored in approaches from institutional theory, namely sociological and historical institutionalism.

• Woelert, Peter & Stensaker, Bjørn (2023). The evaluative state, the evaluative society – and beyond. I Amaral, Alberto & Magalhães, António (Red.), Handbook on Higher Education Management and Governance. Edward Elgar Publishing. ISSN 978 1 80088 806 7. s. 232–243. Fulltekst i vitenarkiv
• Bråten, Ivar; Haverkamp, Ymkje Elisabeth; Latini, Natalia & Strømsø, Helge Ivar (2023). Measuring multiple-source based academic writing self-efficacy. Frontiers in Psychology. ISSN 1664-1078. 14, s. 1–12. doi: 10.3389/fpsyg.2023.1212567. Fulltekst i vitenarkiv
• Frølich, Nicoline; Elken, Mari & Eide, Thea (2023). Mergers, distance, and leadership: Perceptions of different forms of distance to leadership in merger processes. Higher Education Quarterly. ISSN 0951-5224. s. 1–13. doi: 10.1111/hequ.12477. Fulltekst i vitenarkiv
• Erstad, Ola Andres & Silseth, Kenneth (2023). Rethinking the boundaries of learning in a digital age. Learning, Media & Technology. ISSN 1743-9884. 48(4), s. 557–565. doi: 10.1080/17439884.2023.2260977.
• Sadorge, Christopher; Nerland, Monika & Grisot, Miria (2023). The Generative Role of Objects in Infrastructure Design: A Case of Designing a System for Continuity of Care. Computer Supported Cooperative Work (CSCW). ISSN 0925-9724. doi: 10.1007/s10606-023-09485-4. Fulltekst i vitenarkiv
• Strand, Torill & Papastephanou, Marianna (2023). Education and democratization. An introduction. Ethics and Education. ISSN 1744-9642. 18(3-4), s. 231–241. doi: 10.1080/17449642.2023.2281856. Fulltekst i vitenarkiv
• Strand, Torill (2023). Cinema, philosophy and paideia: A Badiouan analysis of the Iranian movie “Hit the Road”. Ethics and Education. ISSN 1744-9642. 18(3-4), s. 405–422. doi: 10.1080/17449642.2023.2281213. Fulltekst i vitenarkiv Vis sammendrag

  I here read the Iranian film Hit the Road (Panahi 2021) through the eyes of the French philosopher Alain Badiou. In doing so, I hope to illuminate the triadic link between cinema, philosophy and paideia (ethical-political education). To explore, I adopt a philosophical methodology with the double ambition to reveal the latent pedagogies of the film and to acquire insights on the distinctiveness of a Badiouan conception of cinema. My questions are to what degree and in what ways cinematic experience can be said to promote ethical-political formation. I start by portraying Badiou’s cinematic philosophy. Next, I expose how Hit the Road confronts us with a hidden real. Third, I close the paper by considering Badiou’s idea of cinema as an influential form of ethical-political education.

• Nerland, Monika; Hasu, Mervi & Grisot, Miria (2023). Discourses of Digitalisation and the Positioning of Workers in Primary Care: A Norwegian Case Study. Social Inclusion. ISSN 2183-2803. 11(4), s. 172–183. doi: 10.17645/si.v11i4.7121. Fulltekst i vitenarkiv
• Ribeiro, Luisa Jacinta Feio Antunes; Donolato, Enrica; Aguiar, Cecília; Correia, Nadine & Zachrisson, Henrik Daae (2023). Concurrent and Longitudinal Associations Between Parent Math Support in Early Childhood and Math Skills: A Meta-Analytic Study. Journal of Cognition and Development. ISSN 1524-8372. doi: 10.1080/15248372.2023.2248259.
• Stensaker, Bjørn; Maassen, Peter & Rosso, Arianna (2023). The European University Initiative – investigating alliance formation and initial profile developments. Tertiary Education and Management. ISSN 1358-3883. doi: 10.1007/s11233-023-09125-y. Fulltekst i vitenarkiv
• Amundrud, Anja; Christensen, Ingrid; Smørdal, Ole & Ludvigsen, Sten Runar (2023). Exploring the Potential of a Co-Creation Platform for Children and Youth. I Damsa, Crina I.; Borge, Marcela; Koh, Elizabeth & Worsley, Marcelo (Red.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023. International Society of the Learning Sciences. ISSN 9783030895815.
• Amundrud, Anja; Rasmussen, Ingvill; Smørdal, Ole & Ludvigsen, Sten Runar (2023). Classroom Talk for Learning: Support for and From Microblogging. I Damsa, Crina I.; Borge, Marcela; Koh, Elizabeth & Worsley, Marcelo (Red.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023. International Society of the Learning Sciences. ISSN 9783030895815.
• Vasbø, Kristin Beate & Hegna, Kristinn (2023). Feeling close, disclosing feelings–family practices and practices of intimacy in youth–parent relations across three generations in Norway. Journal of Youth Studies. ISSN 1367-6261. doi: 10.1080/13676261.2023.2267481. Fulltekst i vitenarkiv
• Mørch, Anders & Andersen, Renate (2023). Programming with Minecraft Bedrock Up: Modeling, Coding, and Computational Concepts. I Spano, Lucio Davide; Schmidt, Albrecht; Santoro, Carmen & Stumpf, Simone (Red.), End-User Development. 9th International Symposium, IS-EUD 2023, Cagliari, Italy, June 6–8, 2023, Proceedings. Springer. ISSN 978-3-031-34433-6. s. 230–240. doi: 10.1007/978-3-031-34433-6_15. Vis sammendrag

  As society gradually digitizes, the need increases for computational literacy education or the inclusion of programming and computational thinking in school curricula and teaching practices. A challenge is to reach students with little or no experience in programming but who have played digital games like Minecraft (i.e., the sandbox game). Toward that end we have developed a new teaching method, which guides students from concrete to abstract programming activities stepwise: 1) block building and modeling, 2) high-level functions, and 3) general purpose programming. The method is based on a theoretical framework Action–Breakdown–Repair and is the result of the first iteration of a design-based research (DBR) process that aims to adapt Minecraft Education and its embedded block-based programming language MakeCode to teaching introductory computer science. We demonstrate the method and report the strengths and weaknesses of the first DBR iteration, including high engagement, different levels of abstraction, challenges of understanding computational concepts in working code, and the role of a shared referent in the game world to coordinate program understanding.

• Lackner, Elisabeth Josefine (2023). Legitimising quality work in higher education. Scandinavian Journal of Educational Research. ISSN 0031-3831. s. 1–12. doi: 10.1080/00313831.2023.2262494. Fulltekst i vitenarkiv
• Peng, Altman Yuzhu; Liu, Fengshu & Chen, Zhen Troy (2023). Co-Constructing a Gender–State Entanglement in Canonical Three Kingdoms Fandom: A Discourse-Historical Approach. Asian Studies Review. ISSN 1035-7823. doi: 10.1080/10357823.2023.2245130. Fulltekst i vitenarkiv
• Lekhal, Ratib; Drugli, May Britt; Karlsen, Lisa-Marie; Lydersen, Stian & Buøen, Elisabet Solheim (2023). Does thrive by three, a quality-building intervention in childcare centres, strengthen children’s language skills? European Early Childhood Education Research Journal. ISSN 1350-293X. s. 1–16. doi: 10.1080/1350293X.2023.2260131. Fulltekst i vitenarkiv Vis sammendrag

  This study examined the effectiveness of the Thrive by Three intervention for 1- to 3-year-old’s language development. Data from 78 childcare centres, 187 toddler classrooms, and 1561 children (91.4% native Norwegian) were included. Results revealed that children in the intervention group had slightly steeper language development than those in the control group, but the difference was not statistically significant. Since previous studies find language stimulation in childcare to differ based on gender, we also examined if the Thrive by Three intervention affected boys and girls differently. We found that effects of the intervention were only present for girls’ language development. Girls in the intervention group had an increase of 17 more words from baseline to post-intervention than those in the control group. There was no statistical difference in change of boys’ language development between the intervention and control group. Results are discussed in light of theories and literature that may explain our findings.

• Knoph, Rebecca; Lawrence, Joshua & Francis, David J. (2023). The Dimensionality of Lexical Features in General, Academic, and Disciplinary Vocabulary. Scientific Studies of Reading. ISSN 1088-8438. doi: 10.1080/10888438.2023.2241939. Fulltekst i vitenarkiv
• Grøver, Vibeke; Snow, Catherine; Evans, Leigh & Strømme, Hilde (2023). Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda. Acta Psychologica. ISSN 0001-6918. 239. doi: 10.1016/j.actpsy.2023.103997. Fulltekst i vitenarkiv
• Lahn, Leif Christian & Berntsen, Svanhild Kristine (2023). Frameworking vocational teachers’ digital competencies: An integrative literature review and synthesis. Nordic Journal of Comparative and International Education (NJCIE). ISSN 2535-4051. 7(2). doi: 10.7577/njcie.5322. Fulltekst i vitenarkiv
• Letnes, Mari-Ann; Rasmussen, Ingvill; Ní Bhroin, Niamh; Stänicke, Line Indrevoll & Veelo, Nicole Christine (2023). Socio-digital divides in Norwegian education - How variation in parental mediation and pedagogical approaches influenced experiences of remote schooling during the Covid-19 pandemic. Nordic Journal of Digital Literacy. ISSN 1891-943X. 18(3), s. 201–213. doi: 10.18261/njdl.18.3.. Fulltekst i vitenarkiv Vis sammendrag

  In this study, we investigate how variation in parental mediation and pedagogical approaches influenced experiences of remote schooling during the Covid-19 pandemic in Norway. We draw on a unique dataset of qualitative interview material involving 15 Norwegian school children (aged 6-12) and their families. We found that for many of our participants, the period of remote schooling was characterized by learning alone or with the help of family members. Related to this, variation in parental mediation strategies, including more restrictive and more enabling approaches, combined with variation in pedagogical approaches, influenced our participantsʼ experiences of remote schooling. Both parental mediation and pedagogical approaches in turn influence how our participants experienced the social aspects of learning during the pandemic. Our material and analysis provide insights into how the combination of parental mediation and pedagogical approaches has the potential to sustain and enhance previously underexplored socio-digital divides in Norwegian society.

• Brandenberger, Isabel Alexandra; Hasu, Mervi & Nerland, Monika (2023). Integrating technology with work practices in primary care: Challenges to sustainable organizing "from within". Learning Organization. ISSN 0969-6474. doi: 10.1108/TLO-01-2023-0009. Fulltekst i vitenarkiv
• Sadorge, Christopher; Nerland, Monika & Mäkitalo, Åsa (2023). Conditioning the work of colleagues: health professionals’ explorative work in technology design. Vocations and Learning. ISSN 1874-785X. doi: 10.1007/s12186-023-09331-0. Fulltekst i vitenarkiv
• Bastiansen, Sofie & Wittek, Anne Line (2023). Problem-Based Peer Group Mentoring: A Tool for Faculty Development, Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. s. 131–154. doi: 10.1007/978-3-031-37458-6_8.
• Wittek, Anne Line (2023). Feedback in the Context of Peer Group Mentoring: A Theoretical Perspective, Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. s. 23–38. doi: 10.1007/978-3-031-37458-6_2.
• Lunde, Ida Martinez (2023). From generic skills to behaviour monitoring: exploring materialisations of the key skills framework in public–private relationships. Journal of Educational Administration & History. ISSN 0022-0620. doi: 10.1080/00220620.2023.2259814. Fulltekst i vitenarkiv
• Lackner, Elisabeth Josefine (2023). Agreements between the state and higher education institutions–how do they matter for institutional autonomy? Studies in Higher Education. ISSN 0307-5079. doi: 10.1080/03075079.2023.2258901. Fulltekst i vitenarkiv
• Brock-Utne, Birgit (2023). English as a medium of instruction and research in education: An international and comparative analysis. I Tierney, Robert, Robert; Rizvi,, Fazald & Erkican, Kadriye (Red.), International Encyclopedia of Education, 4th edition. vol. 1. . Elsevier. ISSN 9780128186305 . s. 371–379. doi: https:/dxdoi.org/10.1016/B978-0-12-818630-5.01045-9..
• Erstad, Ola Andres (2023). Understanding Learning Lives in Transition: The Cultural Dynamics of Education Among Migrant Children. I Lee, W.O.; Goodwin, A.L. & Green, A. (Red.), International Handbook on Education Development in Asia-Pacific.. Springer. ISSN 978-981-16-2327-1. doi: https:/doi.org/10.1007/978-981-16-2327-1_114-1.
• Sharr, Zin Mie (2023). Exploring globally responsible women leadership in Myanmar: characteristics, challenges, and opportunities. Journal of Global Responsibility. ISSN 2041-2568. doi: 10.1108/JGR-07-2023-0115.
• Qushem, Umar Bin; Oyelere, Solomon Sunday; Akçapınar, Gökhan; Kaliisa, Rogers & Laakso, Mikko-Jussi (2023). Unleashing the Power of Predictive Analytics to Identify At-Risk Students in Computer Science. Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-023-09674-6.
• Damsa, Crina I. (2023). Networks, Artifacts and Agency - Examining Engineering Students’ Collaborative Learning and Agency. I Damsa, Crina I.; Borge, Marcela; Koh, Elizabeth & Worsley, Marcelo (Red.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023. International Society of the Learning Sciences. ISSN 9783030895815.
• Damsa, Crina I.; Henriksen, Lise Toft & Christensen, Hege (2023). Dialogue and Artefacts as Instruments in Peer Group Mentoring and Supervision of Problem-Based Learning in Higher Education, Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. s. 63–77.
• Damsa, Crina I.; Rajala, Antti; Ritella, Giuseppe & Brouwer, Jasperina (2023). Introduction. I Damsa, Crina I.; Rajala, Antti; Ritella, Giuseppe & Brouwer, Jasperina (Red.), Re-theorising Learning and Research Methods in Educational Research. Routledge. ISSN 9781032071893. s. 1–13. Vis sammendrag

  Re-Theorising Learning and Research Methods in Educational Research explores the latest developments in the field of learning theory, offering an overview of emerging methods, and demonstrating how recent research contributes to furthering understanding of learning. This book illustrates how theory and methods inform one another, facilitating advancements in the field, while addressing the ways in which societal and technological change create a need for adapting approaches to examining learning. Drawing on an international team of contributors, this book comprises seventeen chapters and three commentaries, thematically organized into three broad sections: emerging theories and conceptualisations of learning and how they drive methodological development new methods or innovative use of existing methods and their contribution to theory development theories and methods that emerge in connection with societal changes Both novice researchers and more experienced scholars will benefit from an overview of recent theoretical and methodological advances in the learning research field. This is an invaluable resource for researchers in the learning and educational research field, and will also support Masters and PhD students to understand how learning theories and research methodology in the field have been evolving in recent years.

• Markauskaite, Lina; Carvalho, Lucila & Damsa, Crina I. (2023). Ecological perspectives on learning and methodological implications for research and design. I Damsa, Crina I.; Rajala, Antti; Ritella, Giuseppe & Brouwer, Jasperina (Red.), Re-theorising Learning and Research Methods in Educational Research. Routledge. ISSN 9781032071893. s. 30–47. Vis sammendrag

  Re-Theorising Learning and Research Methods in Educational Research explores the latest developments in the field of learning theory, offering an overview of emerging methods, and demonstrating how recent research contributes to furthering understanding of learning. This book illustrates how theory and methods inform one another, facilitating advancements in the field, while addressing the ways in which societal and technological change create a need for adapting approaches to examining learning. Drawing on an international team of contributors, this book comprises seventeen chapters and three commentaries, thematically organized into three broad sections: emerging theories and conceptualisations of learning and how they drive methodological development new methods or innovative use of existing methods and their contribution to theory development theories and methods that emerge in connection with societal changes Both novice researchers and more experienced scholars will benefit from an overview of recent theoretical and methodological advances in the learning research field. This is an invaluable resource for researchers in the learning and educational research field, and will also support Masters and PhD students to understand how learning theories and research methodology in the field have been evolving in recent years.

• de Lange, Thomas & Wittek, Anne Line (2023). Experiences from the PeTS Project: What Lessons Have We Learned, and How Should We Proceed? Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. doi: 10.1007/978-3-031-37458-6_10.
• de Lange, Thomas & Wittek, Anne Line (2023). Analysing the Emergence of Trust in Peer Group Mentoring, Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. doi: 10.1007/978-3-031-37458-6_9.
• de Lange, Thomas; Esterhazy, Rachelle & Wittek, Anne Line (2023). Peer Group Mentoring Among Faculty Staff in Higher Education, Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. doi: 10.1007/978-3-031-37458-6_1.
• Karlsen, Lisa-Marie; Rydland, Veslemøy; Buøen, Elisabet Solheim; Vandell, Deborah Lowe & Lekhal, Ratib (2023). The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers. Journal of Early Childhood Research. ISSN 1476-718X. doi: 10.1177/1476718X231195708. Fulltekst i vitenarkiv Vis sammendrag

  The use of standardized assessment tools for the evaluation of quality in early childhood education and care (ECEC) is on the rise, yet a greater understanding of the applicability of these tools across contexts is still needed. This study investigates the factor structure of two assessment tools, the Classroom Assessment Scoring System Pre-K (CLASS) and Mature Play Observation Tool (MPOT) in a free-play focused context serving high numbers of children with diverse language backgrounds in Norway. The study also evaluates the extent to which these tools complement each other to create a more comprehensive understanding of children’s experiences in ECEC in this context. Using confirmatory factor analyses, our results from a sample of 125 multi-ethnic ECEC groups in Norway show a good fit for the two-factor (i.e., adult- and child-focused) model proposed by the authors of MPOT. In line with previous research, the three-factor (i.e., emotional support, classroom organization, and support for learning) model of CLASS required post hoc modifications, resulting in a marginally acceptable model fit. Overall, our findings provide evidence that the original factor structures of these tools can be modeled in urban ECEC centers in Norway, and using these tools provides different insights into children’s ECEC experiences.

• Wittek, Anne Line; Kartzow, Marianne Bjelland & Hermansen, Hege (2023). Interactional Dynamics in Observation-Based Peer Group Mentoring. I de Lange, Thomas & Wittek, Anne Line (Red.), Faculty Peer Group Mentoring in Higher Education: Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 978-3-031-37457-9.
• Hermansen, Hege; Kartzow, Marianne Bjelland; Lycke, Kirsten Marie Rode Hofgaard & Rasmussen, Alf (2023). Peer Group Mentoring: Exploring the Interplay with Institutional Practices. I de Lange, Thomas & Wittek, Anne Line (Red.), Faculty Peer Group Mentoring in Higher Education: Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 978-3-031-37457-9. s. 39–54.
• Rowsell, Jennifer; Arnseth, Hans Christian & Cabello, Paulina Ruiz (2023). From boundaries to entangled story lines: untangling young people’s material and immaterial storied practices. Learning, Media & Technology. ISSN 1743-9884. doi: 10.1080/17439884.2023.2244878. Fulltekst i vitenarkiv
• van Trijp, Catharina Petronella Johanna; Lekhal, Ratib; Drugli, May Britt; Rydland, Veslemøy & Buøen, Elisabet Solheim (2023). Examining the longitudinal association between toddlers’ early shyness and their well-being during their first year in Norwegian early childhood education and care. Early Child Development and Care. ISSN 0300-4430. s. 1403–1416. doi: 10.1080/03004430.2023.2247188. Fulltekst i vitenarkiv Vis sammendrag

  Toddlers’ social – emotional well-Being in ECEC Shyness Being shy in ECEC Longitudinal association between early shyness and well-being in ECEC The present study Method Results Discussion Acknowledgements Disclosure statement Additional information References Full Article Figures & data References Citations Metrics Licensing Reprints & Permissions View PDFView EPUB ABSTRACT Using a multilevel random-coefficient approach, we examined the longitudinal association between toddlers’ early shyness and their well-being during their first year in Norwegian early childhood education and care (ECEC) centres. We used data from two measurement points (preintervention and postintervention) from a larger cluster randomized controlled trial study, Thrive by 3. We followed 567 children (answered by 415 mothers and 152 fathers) who were younger than 19 months and had just started in ECEC at preintervention. Our findings indicate that toddlers’ early shyness during their starting period in ECEC is associated with their well-being by the end of their first year in ECEC. Our findings highlight the importance of paying extra attention to shy toddlers, as they seem to show less well-being during their early period in ECEC.

• Aksnes, Dag W.; Borlaug, Siri Brorstad; Eide, Thea & Stensaker, Bjørn (2023). Exploring the relationship between departmental characteristics and research performance. Perspectives. ISSN 1360-3108. doi: 10.1080/13603108.2023.2227132. Fulltekst i vitenarkiv Vis sammendrag

  Many recent higher education reforms worldwide have been legitimated by their potential impact on the performance of universities and colleges. However, we know less about the actual impact of the changes implemented. This article examines the extent to which research performance can be associated with specific organizational characteristics at the department level. The analysis is based on Norwegian university departments, where high- and low-performing departments have been selected as cases for further investigations. The policy context is the organizational reform in Norway from 2016 onwards aiming at reorganizing the higher education landscape through institutional mergers. The key findings indicate that there are few distinct departmental characteristics associated with research performance, such as elected or appointed leadership, single or multi-campus organization, or departmental size. However, the study reveals that highly productive individuals do matter and suggests that cultural dimensions and working conditions may be interesting factors to pursue in further research.

• Araos Moya, Andres Arturo & Damsa, Crina I. (2023). Affordances and agency in students’ use of online platforms and resources beyond curricular boundaries. Learning, Media & Technology. ISSN 1743-9884. doi: 10.1080/17439884.2023.2230124. Fulltekst i vitenarkiv
• Bostad, Inga & Bondevik, Hilde (2023). Education, Immunity and Autoimmunity—A Study of Medicalized Philosophy of Education. Education Sciences. ISSN 2227-7102. 13(7). doi: 10.3390/educsci13070691. Fulltekst i vitenarkiv
• Strømsø, Helge Ivar (2023). Does students’ exposure to websites moderate the positive relationship between print exposure and text comprehension? Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-023-10468-6. Fulltekst i vitenarkiv
• Stensen, Kenneth; Lydersen, Stian; Ranøyen, Ingunn; Lekhal, Ratib; Drugli, May Britt & Buøen, Elisabet Solheim (2023). Investigating the Measurement Invariance of the Caregiver-Teacher Report Form (C-TRF) Factors in a Norwegian Early Childhood Education and Care Context. Journal of Psychopathology and Behavioral Assessment. ISSN 0882-2689. doi: 10.1007/s10862-023-10074-4. Fulltekst i vitenarkiv
• Sundby, Anniken Hotvedt & Rødnes, Kari Anne (2023). Knowledge of What? Teachers’ perspectives of an L1 Language and Literature subject curriculum document. L1-Educational Studies in Language and Literature. ISSN 1567-6617. 23, s. 1–27. doi: 10.21248/l1esll.2023.23.1.504.
• Evenshaug, Aurora Jacobsen & Lie, Elin Rødahl (2023). Fragments of danning - A critical analysis of the current educational discourse in Norway. Global Education Review (GER). ISSN 2325-663X. Fulltekst i vitenarkiv Vis sammendrag

  In 2017, a new core curriculum was implemented in Norwegian primary and secondary education, replacing the core curriculum from 1997. While the concept of danning is present in both curricula, its meaning and use seem to change. The concept of danning has a played a significant role in Norwegian society and educational history. Danning has been linked to the establishment of Norwegian democracy, in which education plays an important role. Since the 19th century, the meaning of the concept has been subject to change, corresponding to historical changes, yet the word itself continues to be part of the Norwegian educational rhetoric and national curriculum. This means that conversations about danning may not be fruitful because the participants attach different meanings to the same concept. Thus, a study of how danning has been used and how it is used today is warranted. Through an analysis of two Norwegian curricula, from 1997 and 2017, we find changes in the perception of danning and in its role as an educational concept in Norwegian education. We argue that danning goes from being understood as a result-oriented, social and democratic concept in 1997 to being seen as an individualistic process in pursuit of certain personal characteristics, without its former social component, in 2017. This indicates a fragmentation of danning.

• Lie, Elin Rødahl (2023). Encountering the Promise of Happiness. In Search for a Critical Space in Education. I Bostad, Inga; Papastephanou, Marianna & Strand, Torill (Red.), Justice, Education, and the World of Today. Philosophical Investigations. Routledge. ISSN 9781032355351. doi: https:/doi.org/10.4324/9781003327332. Vis sammendrag

  This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice. Moving beyond conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary issues, such as climate change, the COVID-19 pandemic, racism, and migrant crises. Divided into three distinct parts, the book explores the ontological and socio-political grounds underlying our notions of education and justice, and offers self-reflective meta-critique on education philosophers’ tendency of promoting and upholding orthodox visions and missions. Ultimately, the book offers contemporary and innovative philosophical reflections on the link between justice and education, and enriches the discourse through a multi-perspectival and sensitive exploration of the topic. It will be of great interest to scholars, researchers, and postgraduate students in the fields of philosophy of education, education policy and politics, education studies, and social justice. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Funded by University of Oslo.

• Wilhelmsen, Tiril; Røysamb, Espen; Lekhal, Ratib; Brandlistuen, Ragnhild Eek; Alexandersen, Nina & Wang, Mari Vaage (2023). Children's mental health: The role of multiple risks and child care quality. Journal of Applied Developmental Psychology. ISSN 0193-3973. 86. doi: 10.1016/j.appdev.2023.101546. Fulltekst i vitenarkiv Vis sammendrag

  The benefit of universal access to Early Childhood Education and Care (ECEC) for children's development can depend on the ECEC quality and children's early childhood risks. This study utilised data from the Norwegian Mother, Father and Child Cohort Study (MoBa; N = 7355, 50.2% boys) to investigate the relative contribution of children's early childhood risk accumulated up to three years of age and five separate dimensions of ECEC quality on children's mental health (externalising and internalising problems) at five years of age rated by mothers and teachers. Results from the hierarchical regression models indicated that lower ECEC quality added to, and higher ECEC quality counteracted, the risk of mental health problems. Relationship quality was the strongest contributor. Total ECEC quality and relationship quality interacted significantly with early childhood risk, indicating that higher ECEC quality protected against, while lower ECEC quality exacerbated, the detrimental effects of early childhood risk on mental health problems.

• Bostad, Inga (2023). An Ethics of Rhythm and the Philosophical As-If: Educational Aporia and Reimaging Justice as Interdependence. I Bostad, Inga; Papastephanou, Marianna & Strand, Torill (Red.), Justice, Education, and the World of Today. Philosophical Investigations. Routledge. ISSN 9781032355351. Vis sammendrag

  This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice. Moving beyond conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary issues, such as climate change, the COVID-19 pandemic, racism, and migrant crises. Divided into three distinct parts, the book explores the ontological and socio-political grounds underlying our notions of education and justice, and offers self-reflective meta-critique on education philosophers’ tendency of promoting and upholding orthodox visions and missions. Ultimately, the book offers contemporary and innovative philosophical reflections on the link between justice and education, and enriches the discourse through a multi-perspectival and sensitive exploration of the topic. It will be of great interest to scholars, researchers, and postgraduate students in the fields of philosophy of education, education policy and politics, education studies, and social justice. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Funded by University of Oslo.

• Kaliisa, Rogers; Jivet, Ioana & Prinsloo, Paul (2023). A checklist to guide the planning, designing, implementation, and evaluation of learning analytics dashboards. International Journal of Educational Technology in Higher Education. ISSN 2365-9440. 20(1). doi: 10.1186/s41239-023-00394-6.
• Beck, Eevi Elisabeth (2023). The Will to Injustice. An Autoethnography of Learning to Hear Uncomfortable Truths. I Bostad, Inga; Papastephanou, Marianna & Strand, Torill (Red.), Justice, Education, and the World of Today. Philosophical Investigations. Routledge. ISSN 9781032355351. s. 220–237. Fulltekst i vitenarkiv Vis sammendrag

  This auto-ethnography starts from three moments of insight into privileges through which I benefit from injustice towards others, whether or not I want to. These are: 1) "Being in the Know": The privilege of a trusting familiarity with Higher Education, and realising how this enabled me to join a university in the first place. I recognised privilege in the comfortably bygone past. 2) "Crooked Fingers": Accepting my need to act more decisively for Earth Justice, this moved me to the need to change my actions in the present. 3) "Skin Deep in Black Lives Matter": Accepting that I have privileges as a White that manifest as injustice to others, regardless of whether I actively want them or support this. This one is hard, suddenly I see that I do not know how to fix it. I need to change not so much outwardly as inwardly: My thinking, and deep assumptions behind it. As these three moments progressively shake up a straightforward sense of injustice, the paper next articulates ways of moving on from just shock and guilt. Insights especially from James Baldwin, Reni Eddo-Lodge, and Ruth King, provide guidance and support for elaborating movement towards Whites' collective taking of responsibility for injustices participated in. For my own part, I yearn for discussions: which encompass both my privileges and the subordinations I have experienced; with the power to combine sitting still with action and combine indigenous ways of knowing with national and international governance. For this work, I need a more complex mathematics than ‘1’ or ‘2’, identity or separation. Viewing instead individual and collective as mutually constitutive provides richer grounds for discussing responsibility for participating in cultures that sanction privilege, and for developing connectedness with other people, and with all inhabitants of the Earth. [While the chapter is a revised version of a paper published in 2022 under the same title, this summary is original.]

• Ebeltoft, Nini & Beck, Eevi Elisabeth (2023). Breakdowns and breakthroughs. Handling challenging moments in university teaching. Studies in Higher Education. ISSN 0307-5079. 48(9), s. 1399–1410. doi: 10.1080/03075079.2023.2199768. Fulltekst i vitenarkiv
• Bostad, Inga; Papastephanou, Marianna & Strand, Torill (2023). CODA. Justice, Education and the World of Today: Concluding Remarks. I Bostad, Inga; Papastephanou, Marianna & Strand, Torill (Red.), Justice, Education, and the World of Today. Philosophical Investigations. Routledge. ISSN 9781032355351. s. 238–245. doi: 10.4324/9781003327332-18. Fulltekst i vitenarkiv Vis sammendrag

  In recent philosophy of education, there have been many pleas to rethink education, along with various concepts that relate to it in important ways. It has aspired to offer a new outlook on the link between education and justice and to enrich the related discourse through the exploration of justice in, for, and through education. The plea for restoring a normativity of education through justice reflects the observation that, today, the foundational issue of justice has lost much of its power as a qualifier of appropriate education. Nevertheless, liabilities burden not only the neo-liberal ideology but also those theories that are at first sight less complicit in promoting discursive and other injustices. Various dilemmas, conflictual values, and norms are concealed or glossed over and operate as inconsistent, vague, and ambiguous grounds for educational theory, research, and policies.

• Strand, Torill (2023). What Does Educative Justice Look Like? Or: What Happened as I Read Toni Morrison’s 'Recitatif'. I Bostad, Inga; Papastephanou, Marianna & Strand, Torill (Red.), Justice, Education, and the World of Today. Philosophical Investigations. Routledge. ISSN 9781032355351. s. 43–62. doi: 10.4324/9781003327332-5. Fulltekst i vitenarkiv Vis sammendrag

  I here use Toni Morrison’s short story Recitatif as an entry point to elucidate Badiou’s theory of justice. In short, Recitatif tells a story about two girls of different races, but we never get to know who is black and who is white. Reading the short story, I was at first intrigued by the narrative on the two girls’ friendship and next captivated by Toni Morrison’s technique of playing with, and thereby teasing and enchanting, annoying and fascinating the reader. Third, I came to realize – because of my long-lasting and in-depth engagement with Alain Badiou’s philosophical texts – how this short story acted on my mind, and thereby interested, disturbed, challenged, and transformed my idea of what educative justice may look like. Following the itinerary of my reading, I open this chapter by introducing Badiou’s theory of justice. Next, I present the narrative of the two girls before commenting on Toni Morrison’s style of writing and method of suspending the finitude of identity politics. Third, through the lens of Badiou’s philosophical system, I explore how this short story acts on our minds and thereby promotes encounters with justice. In summing up, I respond to the question: What might educative justice look like?

• Bostad, Inga; Papastephanou, Marianna & Strand, Torill (2023). Introduction. I Bostad, Inga; Papastephanou, Marianna & Strand, Torill (Red.), Justice, Education, and the World of Today. Philosophical Investigations. Routledge. ISSN 9781032355351. s. 1–17. doi: 10.4324/9781003327332-1. Fulltekst i vitenarkiv Vis sammendrag

  This book argues for a restored normativity of education through a powerful notion of justice. Today, the foundational issue of justice seems to have lost its power as a qualifier for ethical-political education since the current educational-philosophical discourse tends to narrow down, singularize, and limit the spaces of justice in, for, and through education. Opposing this tendency, the chapters included here move beyond conventional paradigms while exploring the relationship between education and justice in the world of today. The book has three parts. The chapters in the first part explore the ontological and socio-political grounds underlying our notions of the relation between education and justice. The next part contextualizes this exploration through tangible examples. Next, the third part offers a self-reflective meta-critique by exploring how we, as philosophers of education, suffer from onto-epistemic blindness and perform symbolic violence, as we tend to promote and uphold conventional or standardized visions and missions. In short, this collection of essays offers a new eye on the link between education and justice and enriches the discourse through its multi-perspectival and more sensitive exploration of justice in, for, and through education today

• Stensaker, Bjørn & Hermansen, Hege (2023). Global, Nordic, or institutional visions? An investigation into how Nordic universities are adapting to the SDGs. Higher Education. ISSN 0018-1560. doi: 10.1007/s10734-023-01047-3. Fulltekst i vitenarkiv
• Ruan, Jieyu; Cai, Yuzhuo & Stensaker, Bjørn (2023). University managers or institutional leaders? An exploration of top-level leadership in Chinese universities. Higher Education. ISSN 0018-1560. 87, s. 703–719. doi: 10.1007/s10734-023-01031-x.
• Wang, Ziyu; Liu, Fengshu & Julkunen, Ilse (2023). Diversifying youth temporal orientations during educational transitions in China. Children & society. ISSN 0951-0605. s. 1–15. doi: 10.1111/chso.12733. Fulltekst i vitenarkiv
• Kiili, Carita Päivi Susanna; Räikkönen, Eija; Bråten, Ivar; Strømsø, Helge Ivar & Hagerman, Michelle Schira (2023). Examining the structure of credibility evaluation when sixth graders read online texts. Journal of Computer Assisted Learning (JCAL). ISSN 0266-4909. doi: 10.1111/jcal.12779. Fulltekst i vitenarkiv
• Øzerk, Kamil & Williams, Colin (2023). National Curriculum Reforms and Their Impact on Indigenous and Minority Languages: The Sami in Norway and Welsh in Wales in Comparative Perspective. I Björklund, Siv (Red.), Policy and Practice for Multilingual Educational Settings. Multilingual Matters. ISSN 978-1-80041-299-6. s. 39–67. doi: DOI:%2010.21832/BJORKL2989.
• Kvernbekk, Tone (2023). Hirst on Educational Theory. Journal of Philosophy of Education. ISSN 0309-8249. 00(1), s. 1–16. doi: 10.1093/jopedu/qhad005. Fulltekst i vitenarkiv
• Stensen, Kenneth; Lydersen, Stian; Ranøyen, Ingunn; Klöckner, Christian Andreas Nikolaus; Buøen, Elisabet Solheim & Lekhal, Ratib [Vis alle 7 forfattere av denne artikkelen] (2023). Psychometric Properties of the Student-Teacher Relationship Scale-Short Form in a Norwegian Early Childhood Education and Care Context. Journal of Psychoeducational Assessment. ISSN 0734-2829. 41(5), s. 514–525. doi: 10.1177/07342829231166251. Fulltekst i vitenarkiv Vis sammendrag

  The Student-Teacher Relationship Scale-Short Form (STRS-SF) is one of the most frequently used instruments globally to measure professional caregivers’ perceptions of the relationship quality with a specific child. However, its psychometric properties for children younger than 3 years of age enrolled in early childhood education and care (ECEC) centers are largely unknown. Thus, this study aimed to investigate and evaluate the factorial validity of the STRS-SF and measurement invariance across children’s gender and age by combining two large Norwegian community samples (N = 2900), covering the full age range of children enrolled in ECEC (1–6 years olds). Our findings indicate promising psychometric properties for the STRS-SF; thus, its applicability is supported for both younger and older children indiscriminate of their gender. However, some caution is advised when comparing latent means between older and younger ECEC children because professional caregivers interpret the STRS-SF differently based on children’s age.

• Ehm, Jan-Henning; Schmitterer, Alexandra M.A.; Nagler, Telse & Lervåg, Arne (2023). The Underlying Components of Growth in Decoding and Reading Comprehension: Findings from a 5-Year Longitudinal Study of German-Speaking Children. Scientific Studies of Reading. ISSN 1088-8438. doi: 10.1080/10888438.2022.2164199.
• Kristensen, Jarl Kleppe; Andersson, Björn; Bratlie, Siri Steffensen & Torkildsen, Janne von Koss (2023). Dimensionality of Morphological Knowledge—Evidence from Norwegian Third Graders. Reading Research Quarterly. ISSN 0034-0553. doi: 10.1002/rrq.497. Fulltekst i vitenarkiv
• Hoff, David Armas; Amland, Tonje; Melby-Lervåg, Monica; Lervåg, Arne & Protopapas, Athanassios (2023). Early rapid naming longitudinally predicts shared variance in reading and arithmetic fluency. Journal of Experimental Child Psychology. ISSN 0022-0965. 231. doi: 10.1016/j.jecp.2023.105656. Fulltekst i vitenarkiv
• Mørch, Anders; Flø, Ellen Egeland; Litherland, Kristina Torine & Andersen, Renate (2023). Makerspace activities in a school setting: Top-down and bottom-up approaches for teachers to leverage pupils' making in science education. Learning, Culture and Social Interaction. ISSN 2210-6561. 39, s. 1–16. doi: 10.1016/j.lcsi.2023.100697. Fulltekst i vitenarkiv Vis sammendrag

  This article addresses the opportunities and challenges of turning a science, technology, engineering, and mathematics (STEM) classroom into a makerspace for hands-on experimentation with digital tools and materials in science education. In this qualitative case study, over a period of 16 weeks, video data were collected during making activities in an advanced placement science course with 19 pupils aged 12–16 years, and interviews were conducted. We combined thematic and interaction analyses of empirical data and identified three themes: 1) engagement and spontaneous concepts, 2) programming and making physical objects, and 3) subject integration. Our conceptual framework for the analyses integrated two features of the Vygotskian sociocultural theory of learning: concept development as a dialectical process of scientific and everyday concepts and the “tool and symbol” duality. Our findings show that both top-down and bottom-up approaches to integrating school subjects into a makerspace were effective but underused. We illustrate this by mapping pupils' shared understanding in a sociotechnical space, visualized as a process of “rising to the concrete”, which may require teacher's scaffolding at different levels of abstraction and use of instructional materials in different modalities.

• Wittek, Anne Line; de Lange, Thomas & Kirkevold, Marit (2023). Supervisors supporting supervisors in the context of higher education. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2023.2175239. Vis sammendrag

  This paper reports on a study investigating the implementation of peer support groups (PSGs) for the purpose of supervisor development in higher education. The context for the study is a national doctoral programme in Norway, where PSGs were introduced as an important part of measures aimed at the development of PhD supervisors. The aim of the PSGs was to establish forums for discussions of specific challenges that the supervisors faced in their supervision. Furthermore, our aim was to contribute to supervision development via meaning-making, problem-structuring and problem-solving. The supervisors discuss challenges from their own supervision practices according to a specific five-phase model. Using a combination of thematic analysis and interaction analysis, we found that the discussions enabled by the PSGs resulted in altered comprehensions of the challenging situations the supervisors faced, as well as thoroughly considered strategies with which to progress.

• Hagen, Åste Mjelve; Rogde, Kristin; Lervåg, Arne; Melby-Lervåg, Monica & Norbury, Courtenay (2023). Long-term prognosis of low language proficiency in children. Cochrane Database of Systematic Reviews. ISSN 1469-493X. 2023(1). doi: 10.1002/14651858.CD015268. Fulltekst i vitenarkiv
• Jäghagen, Eva Levring; de Lange, Thomas; Torgersen, Gerald; Møystad, Anne & Ahlqvist, Jan (2023). The use of post-exam feedback in oral radiology: A survey study of dental and dental hygienist schools in Europe . European journal of dental education. ISSN 1396-5883. s. 1048–1052. doi: 10.1111/eje.12897. Fulltekst i vitenarkiv
• Lie, Elin Rødahl (2023). Gender, Equality, and Education—Are We About to Abandon Our Nordic Ideals? I Tröhler, Daniel; Bostad, Inga; Tveit, Sverre & Hörmann, Bernadette (Red.), The Nordic Education Model in Context. Routledge. ISSN 9781032110462. doi: 10.4324/9781003218180.
• Erstad, Ola Andres & Siddiq, Fazilat (2022). Educational assessment of 21st century skills—novel initiatives, yet a lack of systemic transformation . I Tierney, Rob; Rizvi, Fazal & Ercikan, Kadriye (Red.), International Encyclopedia of Education. Elsevier. ISSN 9780128186305. s. 245–255. doi: 10.1016/B978-0-12-818630-5.09038-2. Vis sammendrag

  Our aim is to discuss critical issues related to educational assessment in contemporary societies, especially of so-called 21st century skills. We introduce some key definitions of 21st century skills, outline international initiatives dedicated to advancing them, and present two examples of national curricular developments emphasizing and integrating these. Next, we present some examples of projects illustrating the interrelationship between assessment, education and technological development. Last, we introduce some perspectives on the assessment and transformation of education that point toward opportunities and pitfalls for the future. Our analysis shows that while there are a number of ongoing initiatives dedicated to developing instruments and curricula for assessment of 21st century skills, there are also fundamental challenges for the development of relevant assessments on a systemic level and for transforming practices related to 21st century skills more broadly. The lack of representation from several parts of the world, in international assessment initiatives on 21st century skills, is also striking. By taking a meta-perspective, we identify evolving themes within this field and provide a critical perspective on these developments. We conclude there are a number of opportunities and pitfalls for creating good synergies between 21st century skills in curricula and practices, as well as for developing assessment strategies.

• Araos Moya, Andres Arturo; Damsa, Crina I. & Gašević, Dragan (2022). Browsing to learn: How computer and software engineering students se online platforms in learning activities. Journal of Computer Assisted Learning (JCAL). ISSN 0266-4909. doi: 10.1111/jcal.12774.
• Kullberg, Nina; Kiili, Carita Päivi Susanna; Bråten, Ivar; González-Ibáñez, Roberto & Leppänen, Paavo H. T. (2022). Sixth graders’ selection and integration when writing from multiple online texts. Instructional Science. ISSN 0020-4277. doi: 10.1007/s11251-022-09613-5.
• Gornitzka, Åse & Maassen, Peter (2022). The Democratic Role and Public Responsibility of Higher Education and Science. I Klemenčič, Manja (Red.), From Actors to Reforms in European Higher Education. Springer Nature. ISSN 978-3-031-09399-9. s. 225–238. doi: https:/doi.org/10.1007/978-3-031-09400-2_16.
• Erstad, Ola Andres (2022). Pedagogikkens relevans i den digitale tilstand. Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. 8, s. 314–327. Fulltekst i vitenarkiv
• Strømsø, Helge Ivar & Bråten, Ivar (2022). Multiple Documents Literacy: Theory, Research, and Application. I Faircloth, Susan C. (Red.), Oxford Bibliographies in Education. Oxford University Press. ISSN 9780199756810. doi: 10.1093/OBO/9780199756810-0092.
• Nkwiga, Riziki Charles & Brock-Utne, Birgit (2022). Difficulties Teachers Face When Using an Unfamiliar Language in Rural Lower Primary Classes in Tanzania. Educational Practice and Theory. ISSN 1323-577X. 44(2), s. 55–73. doi: 10.7459/ept/44.2.06.
• Harvey, Lee & Stensaker, Bjørn (2022). Researching quality assurance: accomplishments and future agendas. I Huisman, Jeroen & Van der wende, Marijk (Red.), A Research Agenda for Global Higher Education. Edward Elgar. ISSN 9781800376052. s. 81–95.
• Haverkamp, Ymkje Elisabeth & Bråten, Ivar (2022). The role of strategic backtracking when reading digital informational text for understanding. Literacy Research and Instruction. ISSN 1938-8071. doi: 10.1080/19388071.2022.2155271. Fulltekst i vitenarkiv
• Enqvist-Jensen, Cecilie (2022). "Hva er en mangel?" - En studie av begrepers mange funksjoner i jusstudenters læringsarbeid. Retfærd. Nordisk Juridisk Tidsskrift. ISSN 0105-1121. s. 39–52.
• Geschwind, Lars; Pinheiro, Romulo & Stensaker, Bjørn (2022). Organizational Persistence in Highly Institutionalized Environments: Unpacking the Relation Between Identity and Resilience. I Pinheiro, Romulo; Frigotto, Maria Laura & Young, Mitchell (Red.), Towards resilient organizations and societies: A cross-sectoral and multi-disciplinary perspective. Palgrave Macmillan. ISSN 978-3-030-82071-8. s. 195–221. Fulltekst i vitenarkiv Vis sammendrag

  Despite growing academic interest in understanding the conditions under which resilient organizations adapt to challenging circumstances, little attention to date has been paid to the role played by ‘soft’ factors such as identity as an enabler or property of resilient behaviour. In this chapter, we propose that different forms of legitimacy contribute to the framing of acceptable identities affecting the endurance of central elements over time, thus shaping resilience. By splitting up forms of legitimacy and by analysing elements of organizational identity separately, we provide a novel framework that enables a deeper understanding of identity formation processes in complex environments on the one hand and their links with resilience on the other. Through a historically based analysis of a Nordic university over a 40-year period, we demonstrate the complex, dynamic relationship between external legitimacy, identity adaptation and resilience in the context of organizational transformation. By establishing a link between identity, legitimacy and resilience, the study provides critical insights into the conditions affecting organizational persistence within highly institutionalized organizational fields, such as higher education.

• Abualrub, Iyad Nabeeh Abdelfattah & Pinheiro, Romulo (2022). Aligning University Roles and Strategic Orientations: When Local Mandates and Global Aspirations Meet. I Iakovleva, Tatiana Aleksandrovna; Thomas, Elisa; Berg, Laila Margaret Nordstrand; Pinheiro, Romulo & Benneworth, Paul (Red.), Universities and regional engagement : From the exceptional to the everyday. Routledge. ISSN 9780367713072. s. 126–139. Fulltekst i vitenarkiv
• Rognstad, Kristian; Wentzel-Larsen, Tore; Neumer, Simon-Peter & Kjøbli, John (2022). A Systematic Review and Meta-Analysis of Measurement Feedback Systems in Treatment for Common Mental Health Disorders. Administration and Policy in Mental Health and Mental Health Services Research. ISSN 0894-587X. doi: 10.1007/s10488-022-01236-9. Fulltekst i vitenarkiv
• Hokstad, Silje; Næss, Kari-Anne Bottegård; Yaruss, J. Scott; Hoff, Karoline; Melle, Ane H. & Lervåg, Arne (2022). Stuttering Behavior in a National Age Cohort of Norwegian First-Graders With Down Syndrome. Journal of Speech, Language and Hearing Research. ISSN 1092-4388. 65(11), s. 4133–4150. doi: 10.1044/2022_JSLHR-21-00605. Fulltekst i vitenarkiv
• Yang, Junyi & Lawrence, Joshua (2022). Multimodal Literacies at Home: A Survey Study of Chinese-Norwegian Bilingual Children. I Brown, Sally & Hao, Ling (Red.), Multimodal Literacies in Young Emergent Bilinguals: Beyond Print-Centric Practices. Multilingual Matters. ISSN 9781800412361. s. 261–273. doi: 10.21832/9781800412361-023. Fulltekst i vitenarkiv
• Røe-Indregård, Hanne; Brinchmann, Ellen Irén; Rydland, Veslemøy; Rowe, Meredith L.; Hagtvet, Ragna Bente Eriksen & Zambrana, Imac Maria (2022). Teacher–Child Interactions During Toy Play and Book Sharing. Early Education and Development. ISSN 1040-9289. doi: 10.1080/10409289.2022.2142028. Fulltekst i vitenarkiv
• Baek, Chanwoong; Tiplic-Lunde, Dijana & Santos, Íris (2022). Evidence-Based Policymaking in Nordic Countries: Different Settings, Different Practices? I Karseth, Berit; Sivesind, Kirsten & Steiner-Khamsi, Gita (Red.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 978-3-030-91959-7. s. 253–280. doi: https:/doi.org/10.1007/978-3-030-91959-7_9. Vis sammendrag

  This chapter examines the practice of evidence-based policymaking in five Nordic countries. By comparing the references that national policy actors have utilized in their policy documents to evidentiate policy ideas and recommendations, it draws attention to the contextual factors that shape each country’s practice of evidence-based policymaking. The results illustrate that all five Nordic countries actively use evidence to support and legitimate their policy proposals; however, their utilization varies by (1) institutionalized forms of policymaking system, (2) degree of self-referentiality, and (3) type of reform. This comparative study offers timely reflections on how the discourse of evidence-based policymaking is interpreted and adapted differently across countries.

• Pizmony-Levy, Oren & Baek, Chanwoong (2022). Exploring the Architecture of Policy Knowledge: A Methodological Note. I Karseth, Berit; Sivesind, Kirsten & Steiner-Khamsi, Gita (Red.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 978-3-030-91959-7. s. 59–76. doi: https:/doi.org/10.1007/978-3-030-91959-7_3. Vis sammendrag

  This chapter discusses the theoretical and methodological foundations of the research project. Drawing on research in social network analysis and sociology of knowledge, this chapter explains how bibliometric network analysis can be applied to examine the architecture of policy knowledge in the five Nordic countries. Key concepts such as networks, nodes, edges, centrality, and density are defined, and the rationale and procedures for collecting, analyzing, and presenting data are described in detail. This chapter also acknowledges the limitations in its methodological approach and proposes the direction for future studies.

• Lervåg, Arne & Melby-Lervåg, Monica (2022). Modeling the Development of Reading Comprehension. I Snowling, Margaret J.; Hulme, Charles & Nation, Kate (Red.), The Science of Reading: A Handbook (Wiley Blackwell Handbooks of Developmental Psychology) 2nd Edition. Wiley-Blackwell. ISSN 978-1-119-70509-3. s. 280–297. Fulltekst i vitenarkiv
• Lervåg, Arne & Melby-Lervåg, Monica (2022). Early prediction of learning outcomes in reading. I Skeide, Michael A. (Red.), he Cambridge Handbook of Dyslexia and Dyscalculia (Cambridge Handbooks in Psychology). Cambridge University Press. ISSN 9781108973595. s. 305–317. Fulltekst i vitenarkiv
• Kucirkova, Natalia & Grøver, Vibeke (2022). The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children. Early Childhood Education Journal. ISSN 1082-3301. doi: 10.1007/s10643-022-01415-1. Fulltekst i vitenarkiv
• Løvlie, Lars (2022). Hvis teknokratene ikke fantes. I Schaanning, Espen & Aagre, Willy (Red.), Skolens mening. Femti år etter Nils Christies Hvis skolen ikke fantes. Universitetsforlaget. ISSN 978-82-15-05541-1. s. 116–130.
• Maassen, Peter; Stensaker, Bjørn & Rosso, Arianna (2022). The European university alliances—an examination of organizational potentials and perils. Higher Education. ISSN 0018-1560. doi: 10.1007/s10734-022-00951-4.
• Hontvedt, Magnus; Prøitz, Tine Sophie & Silseth, Kenneth (2022). Collaborative display of competence: A case study of process-oriented video-based assessment in schools. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 121(January 2023). doi: 10.1016/j.tate.2022.103948. Fulltekst i vitenarkiv
• Øzerk, Gül & Øzerk, Kamil (2022). Tidlig innsats og tospråklige barn-historiske tilnærminger, politiske diskurser og forskningsbaserte tiltak. I Bjørnsrud, Halvor Inge & Nilsen, Sven (Red.), Tidlig innsats – i en skole for alle?. Cappelen Damm Akademisk. ISSN 9788202762452. s. 308–340. Vis sammendrag

  Tidlig innsats for tospråklige barn i barnehagen og skolen har sin ideologiske og pedagogiske bakgrunn i ønsket om sosial rettferdighet og sosial utjevning blant samfunnets ulike folkegrupper, sosiale klasser eller sosiale lag. Tospråklige barn og elever finnes i alle deler av samfunnet og dets institusjoner. Språk- og tospråklighetsrettete tidlig innsats angår familier, barnehager og skoler. Spesialpedagogisk, pedagogisk, og nevrovitenskapelig forskning har bidratt til å utvide vårt kunnskapsrepertoar. Det sentrale i denne sammenheng er å rette fokuset på hva voksne gjør, hvor mye språk inngår i voksen-barn relasjoner og hvor bevisste foreldrene, barnehagepersonalet og lærere er om viktigheten av små men viktige språk- og tospråklighet fremmende faktorene. Kapittelet presenterer bevisstgjørende og inspirerende perspektiver og pedagogiske ideer som er relevante så vel majoritetsbarn/elever og tospråklige mindretalls-/minoritetselever.

• Tveit, Sverre & Lundahl, Christian (2022). Trajectories of Assessment and Certification in the North. Grading and Testing Policy in Norwegian and Swedish Basic Education . I Tröhler, Daniel; Hörmann, Bernadette; Tveit, Sverre & Bostad, Inga (Red.), The Nordic Education Model in Context. Historical Developments and Current Renegotiations. Routledge. ISSN 9781032110462. s. 217–235.
• Kjøbli, John; Melendez-Torres, G.J.; Gardner, Frances; Backhaus, Sophia; Linnerud, Siv & Leijten, Patty (2022). Research review: Effects of parenting programs for children's conduct problems on children's emotional problems – a network meta-analysis. Journal of Child Psychology and Psychiatry. ISSN 0021-9630. doi: 10.1111/jcpp.13697.
• Mason, Lucia; Tarchi, Christian; Ronconi, Angelica; Manzione, Lucia; Latini, Natalia & Bråten, Ivar (2022). Do medium and Context Matter when learning from multiple complementary Digital texts and videos? Instructional Science. ISSN 0020-4277. 50(5), s. 653–679. doi: 10.1007/s11251-022-09591-8. Fulltekst i vitenarkiv
• Maassen, Peter (2022). Systemic and Institutional Governance in Higher Education: Visions, trends and New Perspectives. I Jacob, Merle; Kearney, Mary-Louise & Meek, Lynn (Red.), Higher Education and Research in the Post-Knowledge Society. Scenarios for a future world. Cambridge Scholars Publishing. ISSN 978-1-5275-8140-1. s. 25–48.
• Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Salmerón, Ladislao (2022). Is it the size, the movement, or both? Investigating effects of screen size and text movement on processing, understanding, and motivation when students read informational text. Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-022-10328-9. Fulltekst i vitenarkiv
• Larsen, Jesper Eckhardt; Schulte, Barbara & Thue, Fredrik W. (2022). Conclusion Schoolteachers and the Nordic model. I Larsen, Jesper Eckhardt (Red.), Schoolteachers and the Nordic Model: Comparative and historical perspectives. Routledge. ISSN 978-0-367-53585-8. s. 229–239. doi: 10.4324/9781003082514-18.
• Larsen, Jesper Eckhardt & Cucco, Beatrice (2022). Pedagogy in Nordic teacher education: Conceptual approaches, historical paths, and current differences in Denmark and Finland. I Larsen, Jesper Eckhardt (Red.), Schoolteachers and the Nordic Model: Comparative and historical perspectives. Routledge. ISSN 978-0-367-53585-8. s. 127–142. doi: 10.4324/9781003082514-10.
• Larsen, Jesper Eckhardt; Schulte, Barbara & Thue, Fredrik W. (2022). Introduction: of myths and models – the unity and diversity of Nordic educational cultures. I Larsen, Jesper Eckhardt (Red.), Schoolteachers and the Nordic Model: Comparative and historical perspectives. Routledge. ISSN 978-0-367-53585-8. s. 1–22. doi: 10.4324/9781003082514-1.
• Larsen, Jesper Eckhardt (2022). Nordic elementary schoolteachers: organic intellectuals, agents of a colonising state, emancipatory groups, or all of these? I Larsen, Jesper Eckhardt (Red.), Schoolteachers and the Nordic Model: Comparative and historical perspectives. Routledge. ISSN 978-0-367-53585-8. s. 25–50. doi: 10.4324/9781003082514-3.
• Helland, Siri Saugestad; Mellblom, Anneli; Kjøbli, John; Wentzel-Larsen, Tore; Espenes, Kristin & Engell, Thomas [Vis alle 7 forfattere av denne artikkelen] (2022). Elements in Mental Health Interventions Associated with Effects on Emotion Regulation in Adolescents: A Meta-Analysis. Administration and Policy in Mental Health and Mental Health Services Research. ISSN 0894-587X. 49, s. 1004–1018. doi: 10.1007/s10488-022-01213-2.
• Mavroudi, Anna & Papanikolaou, Kyparisia (2022). A Case Study on How Distance Education May Inform Post-Pandemic University Teaching. International Review of Research in Open and Distance Learning. ISSN 1492-3831. 23(4), s. 57–74. doi: 10.19173/irrodl.v23i4.6245.
• Kaliisa, Rogers; Palmer, Edward & Miller, Julia (2022). Lecturers’ Perspectives on Mobile Learning in Higher Education: Experiences and Implementation Barriers. Information Technology, Education and Society. ISSN 1037-616X. doi: 10.7459/ites/18.1.02. Vis sammendrag

  This paper reports the experiences of university lecturers towards mobile learning from two points of view: (i) lecturers’ needs and experiences in relation to mobile learning design and implementation, and (ii) possible barriers to their adoption in higher education classrooms. The findings from a qualitative case study that conducted semi-structured interviews with 12 lecturers from a developed and developing country contexts revealed; the need for strong commitment from institutional leadership, presence of an institutional and national mobile learning policy, a culture of innovation and willingness to revise the traditional curriculum to incorporate the new mobile pedagogies.

• Ferguson, Leila Eve & Bråten, Ivar (2022). Unpacking pre-service teachers’ beliefs and reasoning about student ability, sources of teaching knowledge, and teacher-efficacy: A scenario-based approach. Frontiers in Education. ISSN 2504-284X. 7. doi: 10.3389/feduc.2022.975105. Fulltekst i vitenarkiv

Se alle arbeider i Cristin

• Bostad, Inga & Bondevik, Hilde (2024). Tenkepauser - filosofi- og vitenskapsteori (kurdisk oversettelse). SJH. ISBN 82-7950-063-4. 334 s.
• Erstad, Ola Andres; Hagtvet, Ragna Bente & Wertsch, James V. (2024). Education and Dialogue in Polarized Societies. Oxford University Press. ISBN 9780197605424. 256 s.
• Brock-Utne, Birgit (2023). Learning from and Teaching Africans. Cambridge Scholars Publishing. ISBN 978-1-5275-9156-1. 173 s.
• Damsa, Crina I.; Borge, Marcela; Koh, Elizabeth & Worsley, Marcelo (2023). Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023. International Society of the Learning Sciences. ISBN 9783030895815.
• de Lange, Thomas & Wittek, Anne Line (2023). Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISBN 9783031374579. 61(61).
• de Lange, Thomas & Wittek, Anne Line (2023). Faculty Peer Group Mentoring in Higher Education: Developing Collegiality through Organised Supportive Collaboration. Springer. ISBN 978-3-031-37457-9. 222 s.
• Damsa, Crina I.; Rajala, Antti; Ritella, Giuseppe & Brouwer, Jasperina (2023). Re-theorising Learning and Research Methods in Educational Research. Routledge. ISBN 9781032071893. 300 s. Vis sammendrag

  Re-Theorising Learning and Research Methods in Educational Research explores the latest developments in the field of learning theory, offering an overview of emerging methods, and demonstrating how recent research contributes to furthering understanding of learning. This book illustrates how theory and methods inform one another, facilitating advancements in the field, while addressing the ways in which societal and technological change create a need for adapting approaches to examining learning. Drawing on an international team of contributors, this book comprises seventeen chapters and three commentaries, thematically organized into three broad sections: emerging theories and conceptualisations of learning and how they drive methodological development new methods or innovative use of existing methods and their contribution to theory development theories and methods that emerge in connection with societal changes Both novice researchers and more experienced scholars will benefit from an overview of recent theoretical and methodological advances in the learning research field. This is an invaluable resource for researchers in the learning and educational research field, and will also support Masters and PhD students to understand how learning theories and research methodology in the field have been evolving in recent years.

• Damsa, Crina I. & Barany, Amanda (2023). Advances in Quantitative Ethnography. Proceedings of the 4th International Conference, ICQE 2022, Copenhagen, Denmark. Springer Nature. ISBN 9783031317255. 430 s.
• Bostad, Inga; Papastephanou, Marianna & Strand, Torill (2023). Justice, Education, and the World of Today. Philosophical Investigations. Routledge. ISBN 9781032355351. 262 s. Fulltekst i vitenarkiv Vis sammendrag

  This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice. Moving beyond conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary issues, such as climate change, the COVID-19 pandemic, racism, and migrant crises. Divided into three distinct parts, the book explores the ontological and socio-political grounds underlying our notions of education and justice, and offers self-reflective meta-critique on education philosophers’ tendency of promoting and upholding orthodox visions and missions. Ultimately, the book offers contemporary and innovative philosophical reflections on the link between justice and education, and enriches the discourse through a multi-perspectival and sensitive exploration of the topic. It will be of great interest to scholars, researchers, and postgraduate students in the fields of philosophy of education, education policy and politics, education studies, and social justice. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Funded by University of Oslo.

• Tröhler, Daniel; Bostad, Inga; Tveit, Sverre & Hörmann, Bernadette (2023). The Nordic Education Model in Context. Routledge. ISBN 9781032110462. 368 s.
• Larsen, Jesper Eckhardt; Schulte, Barbara & Thue, Fredrik W. (2022). Schoolteachers and the Nordic Model. Comparative and Historical Perspectives. Routledge. ISBN 9781003082514. 260 s.

Se alle arbeider i Cristin

• Bratlie, Siri Steffensen & Rydland, Veslemøy (2024). Flerspråklig utvikling for barna i Språksterk.
• Grøver, Vibeke; Rydland, Veslemøy; Bratlie, Siri Steffensen & Ovati, Tone Sofie Røsholt (2024). Two recent shared reading intervention studies implemented in the larger Oslo area.
• Hontvedt, Magnus; Oddvik, Morten & Næss, Rakel Rohde (2024). Epistemic Agency in Teacher Education: A Design-Based Research Study of Students’ Video Reflections on Course Readings. Vis sammendrag

  In higher education, reading research-based literature is a key practice for students and their educators. However, students are newcomers to this practice, and to support them, educators need to find ways to monitor the “silent” processes of student reading. Thus, we employed a sociocultural perspective to design the concept of “video reflections,” allowing insight into students’ reading processes. The analysis revealed that students used video clips to reflect upon their course readings and that, as part of the material, the students oriented toward relations between texts. Such link-making is a possible focus of attention for identifying and supporting epistemic agency among students in future practice.

• Amundrud, Anja & Danielsen, Anne Cathrine Kolsrud (2024). Bruk av spillifisering og XR i tverrfaglig undervisning.
• Amundrud, Anja & Rasmussen, Ingvill (2024). Democracy, Citizenship, and Sustainable Development through Digital Dialogues.
• Amundrud, Anja & Smørdal, Ole (2024). Include - Samskaping.
• Amundrud, Anja (2024). Designing Transformative Learning Practices for Sustainable Futures.
• Kjøbli, John & Lisøy, Carina (2024). Ulike Rammeverk for Forbedring og Evaluering av Tiltak.
• Nerland, Monika; Hasu, Mervi ; Grisot, Miria; Aanestad, Margunn; Mäkitalo, Åsa & Saari, Eveliina (2024). Which challenges do digitalisation processes present to healthcare workers? ​ ​Implications for professional expertise, identities and competencies from digital innovation initiatives . Vis sammendrag

  Symposium comprising three presentations from the project CORPUS: 1) Shifting demands to professional expertise and opportunities for learning in everyday care work ​ (Monika Nerland & Åsa Mäkitalo);​ ​ 2) From care practitioners to back-office service integrators: frontline care workers’ identity formation in digital platform-based care management practice ​ (Mervi Hasu & Eveliina Saari);​ ​ 3) Infrastructural work: competencies required for health workers’ participation in technology design processes ​ (Margunn Aanestad & Miria Grisot). Comments from Davide Nicolini, University of Warwick and Claus Harald Jebsen, BI.

• von Arnim, Hugh Alexander & Kelkar, Tejaswinee (2024). The Shapeshifter: Motion Capture and Interactive Dance for Co-constructing the Body.
• Kvernbekk, Tone (2024). Counterfactual reasoning on the Toulmin model.
• Kvernbekk, Tone (2024). Teacher training in Norway.
• Mørch, Anders; Goodwin, Morten & Molnes, Geir (2024). De flinke studentene blir bedre med KI. [Fagblad]. Utdanningsnytt.
• Wilhelmsen, Tiril; Røysamb, Espen; Lekhal, Ratib; Brandlistuen, Ragnhild Eek; Alexandersen, Nina & Wang, Mari Vaage (2024). Betydningen av tidlig multippel risiko og barnehagekvalitet for barns psykiske helse.
• Jaavall, Jo Fosby (2024). De biologiske syklusene av søvn og stress i eksamensperioden.
• Nordtug, Maja & Jaavall, Jo Fosby (2024). Følelsene rundt et fysisk og et virtuelt kyss kan være nokså like . Forskersonen.no.
• Aksnes, Siri Yde; Bråthen, Magne & Breit, Eric Martin Alexander (2024). Inkluderende arbeidsplasser krever kreative løsninger. LO-aktuelt : organ for Landsorganisasjonen i Norge. ISSN 0801-2482.
• Hogstad, Kjetil Horn (2024). Danning som anarkisk rom: Catherine Malabou om anarkisme, forståelse og utdanning. Salongen – nettidsskrift for filosofi og idéhistorie. ISSN 2703-7053.
• Grøver, Vibeke & Lawrence, Joshua (2024). Exploring Idioms in Shared Book Reading: Impact on Chinese-Norwegian Bilingual Children's Vocabulary Growth. .
• Lawrence, Joshua & Grøver, Vibeke (2024). Ask more, know more: Children’s Wh-questions Predict Language Development. .
• Beck, Eevi Elisabeth (2024). Skolebøker: kr 550. Ipad: kr 2000. [Avis]. Klassekampen.
• Beck, Eevi Elisabeth (2024). Professorer er rystet av Ipad-tvang. [Avis]. Klassekampen.
• Hall, Jeffrey & Karseth, Berit (2024). Juridification of Norwegian education: the case of students’ right to a safe and good school environment .
• Arnseth, Hans Christian & Domanchin, Morgane Barbara (2024). The role of prototyping in the co-design of innovative immersive learning experiences. Vis sammendrag

  In educational policy, the importance of societal challenges that require interdisciplinary approaches in the classroom is emphasized. We provide insights from a co-design project where teachers and researchers explored emerging learning designs supported by immersive technologies. Teachers face considerable practical pedagogical uncertainties in how to design for cross-disciplinary learning, but teacher-researcher collaboration could provide powerful contexts for developing educational practices (Goldman, Hmelo-Silver & Kyza 2022). We are particularly interested in examining the role of prototypes in co-design processes and their functions as shared objects for developing pedagogy. We take a sociocultural approach, focusing on prototypes as objects of activity and mediational means for developing pedagogy (Säljö, 2010). In co-design work prototypes become means for engaging with and understanding the world, and they are emergent and entangled with the everyday life of the classroom. According to Pink, et al. (2022) prototypes are situated and contextualized by their creation and use and they are inserted into activities that are already in motion. They invite exploration, experimentation and evaluation in and through practice. We have been inspired by design ethnography and have anchored emerging design suggestions in practitioners’ local concerns (Pink, et al. 2022). Traces of the co-design process were analyzed across the datacorpus collected throughout our 15-month project. Data consisted of videorecords, pictures, documents and informal interviews. Three interdisciplinary prototypes of learning activities were developed to be framed around different approaches to ‘the body’ as a conceptual learning goal in relation societal challenges related to health and wellbeing. Through detailed analysis of prototyping, we found that they became useful for exploring a complex problem without a clear solution. Prototyping became a way of understanding the problem, conceptualizing it and for introducing technologies and practices that might provide solutions. Prototypes became a way of framing the emerging learning design, so that it could be talked into being and fitted to local contexts. Thus, prototyping became a continuous process of developing and trying new pedagogical ideas and concepts. Prototypes also have an existence after the project finished, morphing into new ideas and following new pathways through the actions of the participants. Thus, prototyping contributed to opening new futures rather than offering simple solutions. There is a long tradition for democratic and participatory approaches to developing pedagogy in the Nordic countries emphasizing the autonomy of teachers as participants in co-design of learning and teaching. This research contrasts with more technocratic approaches to making change in schools, by focusing on how prototypes become emergent tools for exploring and testing new concepts for interdisciplinary teaching and learning.

• Bostad, Inga; Guillemin, Elodie & Hogstad, Kjetil Horn (2024). Demokrati og anarki. Salongen – nettidsskrift for filosofi og idéhistorie. ISSN 2703-7053.
• Rydland, Veslemøy (2024). Det forskningsmessige grunnlaget for Språksterk-modellen.
• Bratlie, Siri Steffensen (2024). Profiles of Home Literacy and Language Use and Proficiency in Young Norwegian Dual Language Learners .
• Bratlie, Siri Steffensen (2024). Tospråklige profiler hos norske barnehagebarn.
• Lekhal, Ratib & Wilhelmsen, Tiril (2024). Har Språksterk hatt betydning for prosesskvaliteten i barnehagene?
• Rydland, Veslemøy & Bratlie, Siri Steffensen (2024). Har Språksterk hatt betydning for barnas språk og kunnskapsutvikling?
• Beck, Eevi Elisabeth (2024). Facilitating university teachers’ reflections on how to teach sustainability. Vis sammendrag

  Many teachers across Higher Education may be interested to contribute to transformative change by including sustainability-related issues in their teaching, but do not necessarily have the imagination or confidence to see how to do so. What supports might teachers need and how can they be provided for those who want to do more in their classrooms? Through a sharing discussion forum, experiences and “tools to think with” will be shared, as well as teacher perspectives on ecological and social sustainability, and their wishes for the types of supports needed for academic development.

• Rydland, Veslemøy (2024). Det forskningsmessige grunnlaget for Språksterk-prosjektet.
• Rydland, Veslemøy (2024). Hvordan kan barnehager bidra til sosial utjevning?
• Nordtug, Maja & Johannessen, Lars E. F. (2024). Følelser kan avgjøre hvor bra sosial teknologi fungerer. Forskersonen.no.
• Erstad, Ola Andres; Mangen, Anne; Blikstad-Balas, Marte; Kucirkova, Natalia & Aarsand, Pål André (2024). Ulike lesemåter er viktigere enn krangling om skjerm. Dagsavisen. ISSN 1503-2892.
• Wittek, Anne Line (2024). What do we know about collegial sparring (Peer Group Mentoring)? .
• Pierroux, Palmyre (2023). Det digitale i kunstformidling og kunstformidlerens praksis .
• Engelsen, Britt Ulstrup (2023). Den aktive eleven - læreplanhistoriens røde tråd. Bedre Skole. ISSN 0802-183X. s. 20–25.
• Engelsen, Britt Ulstrup (2023). Enkeltfag, tverrfag eller flerfag - et historisk læreplanperspektiv. Bedre Skole. ISSN 0802-183X. s. 70–74.
• Rydland, Veslemøy & Lekhal, Ratib (2023). Språksterk 1-6 og overgangen til skole.
• Rydland, Veslemøy & Lekhal, Ratib (2023). Presentasjon av Språksterk 1-6 .
• Rydland, Veslemøy (2023). Språksterk 1-6.
• Rydland, Veslemøy & Langholm, Guri (2023). Lekende naturfag.
• Bråten, Ivar (2023). The role of prior beliefs in the (mis)understanding of socio-scientific issues.
• Tsai, Meng-Jung; Wu, An-Hsuan; Wang, Ching-Yeh & Bråten, Ivar (2023). Visual behavior patterns of students differing in justification beliefs when reading conflicting socio-scientific reports.
• Kiili, Carita Päivi Susanna; Räikkönen, Eija; Bråten, Ivar; Strømsø, Helge Ivar & Hagerman, Michelle Schira (2023). Testing the structure of credibiltiy evaluation in an online multiple text context.
• Bråten, Ivar (2023). Reading in digital contexts: Effects of distractions and multitasking.
• Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Strømsø, Helge Ivar (2023). Effects of media multitasking on multiple text comprehension.
• Bråten, Ivar; Haverkamp, Ymkje Elisabeth; Latini, Natalia & Strømsø, Helge Ivar (2023). The calling of MAWSES: Measuring writing motivation in the context of multiple document literacy.
• Brandmo, Christian; Bråten, Ivar; Ferguson, Leila Eve; Anmarkrud, Øistein & Strømsø, Helge Ivar (2023). Epistemic justification and interest as predictors of pre-service teachers' topic beliefs and knowledge.
• Ludvigsen, Sten Runar; Erstad, Ola Andres & Aalbergsjø, Siv Gundrosen (2023). Panelsamtale om samarbeidslæring og teknologi i undervisning.
• Furberg, Anniken & Silseth, Kenneth (2023). Læreres undervisning om tverrfaglige tema - erfaringer fra en klasseromsstudie. Bedre Skole. ISSN 0802-183X.
• Mavroudi, Anna (2023). Faculty development revisited: experiences and issues in a Norwegian perspective.
• Øksendal, Elise; Rydland, Veslemøy; Bratlie, Siri Steffensen; Lekhal, Ratib & Grøver, Vibeke (2023). Latente profiler av språk, kommunikasjon, oppmerksomhet og lek blant barnehagebarn.
• Øksendal, Elise; Rydland, Veslemøy; Grøver, Vibeke; Lekhal, Ratib & Bratlie, Siri Steffensen (2023). Latent profiles of language, communication, attention and play behavior.
• Reiersen, Camilla; Ovati, Tone Sofie Røsholt; Lekhal, Ratib & Rydland, Veslemøy (2023). Preschool practitioners’ experiences with the implementation of the Oslo Early Education Study intervention.
• Amdam, Synnøve Hedemann; Moltudal, Synnøve Heggedal; Munthe, Elaine; Erstad, Ola Andres & Forsström, Sanna Erika (2023). Digitalization in schools: Future research needs and designs.
• Wittek, Anne Line (2023). Kollegabaserte rettleiingsformer,faglege perspektiv og korleis møte «når livet buttar i mot» for kandidaten.
• Karseth, Berit (2023). The OECD’s construction of future imaginaries for curriculum reform.
• Ovati, Tone Sofie Røsholt; Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib (2023). Teacher Perceptions of Parent Collaboration in Multi-Ethnic ECEC Settings.
• Litherland, Kristina Torine (2023). Snekkerverksted: læringsopplegg for programmering i Minecraft.
• Krange, Ingeborg Hognestad & Hontvedt, Magnus (2023). On the Move to Learn – A video-study of academic achievement and physical activities in a 4th grade math class. .
• Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib (2023). Teacher Perceptions of Parent Collaboration in Multi-Ethnic ECEC Settings.
• Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib (2023). Teacher Perceptions of Parent Collaboration in Multi-Ethnic ECEC Settings.
• Guillemin, Elodie (2023). Democracy, Education and Climate: A reconfiguration of the sensible.
• Guillemin, Elodie (2023). Invited comment on Gert Biesta's open lecture: Putting the World in the Center of Education.
• Ulvund, Stein Erik (2023). Er vi for gode foreldre? Oppdrar vi persilleblad? [Radio]. Ekko NRK P2.
• Ulvund, Stein Erik (2023). Ny studie: Foreldrestilen som gjør barn empatiske. [Internett]. Forskning.no.
• Ulvund, Stein Erik (2023). Nyttårsforsett: Foreldre vil bli mer tålmodige og bruke mindre tid på telefonen. [Internett]. Forskning.no.
• Ulvund, Stein Erik (2023). Kan foreldre stoppe ungdommen uten vold. [Internett]. Arendalsuka.
• Ulvund, Stein Erik (2023). Styr unna for mye organisert lek. [Internett]. Klikk.no.
• Ulvund, Stein Erik (2023). Det er helt normalt å slite med barneoppdragelsen. [Internett]. Forskning.no.
• Ulvund, Stein Erik (2023). De tre eneste rådene du trenger i barneoppdragelsen. [Avis]. KK.
• Ulvund, Stein Erik (2023). Foreldre som strever med å oppdra barna sine møter liten forståelse. [Radio]. NRK P1.
• Ulvund, Stein Erik (2023). Det er viktig at barn har nok tid til frilek. [Internett]. Klikk.no.
• Ulvund, Stein Erik (2023). Nye enebarn funn vekker reaksjoner. [Avis]. Dagbladet.
• Ulvund, Stein Erik (2023). Hvor lenge kan du være borte fra barnet ditt? [Fagblad]. Foreldre & Barn.
• Ulvund, Stein Erik (2023). Derfor misliker de hverandre. [Avis]. Dagbladet.
• Ulvund, Stein Erik (2023). Kan du denne tommelfingerregelen? [Internett]. Klikk.no.
• Torgersen, Gerald; Mavroudi, Anna & Torp, Monica Jeanette Wicksell (2023). KI-assistert Læring: Språkmodeller som undervisningsassistent. Vis sammendrag

  Tannleger og tannpleiere trenger kompetanse i stråling, strålevern og radiologisk teknologi i sin yrkesutøvelse. Derfor er det en del av pensum i deres studium i oral radiologi. Mange studenter opplever dette emnet som krevende. For å støtte læringsprosessen, utforsker vi bruk av en KI-verktøy, drevet av avanserte språkmodeller, for å forstå disse komplekse temaene. Språkmodeller kan noen ganger generere misvisende informasjon, en utfordring kjent som "hallusinering". Dessuten mangler de ofte spesialisert fagkunnskap. For å møte disse utfordringene, har vi utviklet et norskspråklig datasett spesifikt for vårt fagfelt. Dette datasettet hjelper oss å skreddersy språkmodellene til våre behov. Vi bruker en tilpasset versjon av OpenAI GPT-4, driftet av UiO og kompatibel med GDPR, som integrerer vårt datasett for å gi mer presise svar på studentenes spørsmål. Dette sikrer at studentene får bedre veiledning enn hva standard språkmodeller kan tilby. Vi skal prøve dette verktøyet med første års bachelorstudenter i tannpleie, hvor de vil benytte det i arbeidet med korte essayoppgaver. Verktøyet vil være tilgjengelig for utvalgte oppgaver. Vi vil evaluere studentenes erfaringer med verktøyet gjennom intervjuer og eventuelt spørreskjemaer. Vi vil også analysere oppgavesvarene for å identifisere eventuelle forskjeller som kan tilskrives bruken av KI. På Utdanningskonferansen vil vi ha med oss en laptop der vi kan demonstrere systemet vårt og deltakere kan også selv prøve det. Vi håper å få interessante diskusjoner med kolleger rundt både de tekniske og de pedagogiske sidene av prosjektet.

• Wilhelmsen, Tiril; Rydland, Veslemøy & Lekhal, Ratib (2023). Associations between teachers' emotion socialisation behaviour and children's social competence and play in Norwegian childcare, and moderations by children's temperament.
• Wilhelmsen, Tiril; Rydland, Veslemøy; Buøen, Elisabet Solheim; Drugli, May Britt & Lekhal, Ratib (2023). Measuring preschool teachers’ emotion socialisation with young children.
• Rydland, Veslemøy (2023). Støtte til språklæring for flerspråklige barn i barnehagealder.
• Rydland, Veslemøy (2023). Language stimulation for children with another language background and inclusion.
• Buøen, Elisabet Solheim; Lekhal, Ratib & Drugli, May Britt (2023). Effects of the Thrive by Three: a Professional Development Model to Enhance ECEC Quality.
• Wiers-Jenssen, Jannecke; Korseberg, Lene Kirstine & Elken, Mari (2023). The unexpected introduction of tuition fees to non EEA students in Norway .
• Solbrekke, Tone Dyrdal (2023). Forskning på (og utvikling av)skikkethetsvurdering .
• Breit, Eric & Bråthen, Magne (2023). What distinguishes inclusive and non-inclusive companies: Experiences from a survey in Norway.
• Aksnes, Siri Yde & Breit, Eric (2023). Slik leder du mennesker med hull i CV'en.
• Donolato, Enrica; Masi, Alice; Caviola, Sara; Melby-Lervåg, Monica & Lervåg, Arne (2023). Math-attitudes intervention programs for school-age students: A meta-analysis and overview of the literature.
• Melby-Lervåg, Monica; Amland, Tonje; Grande, German; Scherer, Ronny & Lervåg, Arne (2023). Does language underlie mathematical skill development? A systematic review and meta-analysis of concurrent and longitudinal predictors .
• Elken, Mari (2023). Loose Coupling and analysis of university organization.
• Wandem, Fredrik Solli; Rydland, Veslemøy; Anmarkrud, Øistein; Lopez-Pedersen, Anita; Morken, Frøydis & Lenvik, Astrid Knutsdatter [Vis alle 7 forfattere av denne artikkelen] (2023). Podkast: Spesialpedagogisk spørretime #2. [Internett]. Universitetet i Oslo.
• Wandem, Fredrik Solli; Melby-Lervåg, Monica; Sætherskar, Ida Kristensen; Furnes, Bjarte Reidar; Næss, Kari-Anne Bottegård & Rønneberg, Vibeke [Vis alle 9 forfattere av denne artikkelen] (2023). Podkast: Spesialpedagogisk spørretime #1. [Internett]. Universitetet i Oslo.
• Domanchin, Morgane Barbara (2023). Designing Video Clips to Illustrate Meaning-Making within Computer-Enhanced Environments . Vis sammendrag

  Today, video clips are increasingly used as visualizing methods to enhance research findings. This paper explores their potential as innovative means to present empirical data, focusing on semio-discursive annotations added by the researcher. Adopting a reflective approach, the study examines the ethical, scientific, and technical choices made based on a corpus of 37 video clips designed between 2018 and 2023. Supported by examples, the themes of (1) on-screen annotation load, (2) clarity and cohesion across media, and (3) video clips’ aesthetics are discussed. The findings inform the design phase of video clips that illustrate the meaning-making process of teachers and students in computer-enhanced environments. The study contributes to emphasizing the importance of open and transparent research practices while acknowledging the challenges associated with such a method. Keywords: Video, Data visualization, Education, Qualitative research

• Pierroux, Palmyre & Domanchin, Morgane Barbara (2023). Design for student-centered learning spaces in Higher Education .
• Strand, Torill (2023). You Be My Body for Me. The role of the body in (digital) education. Vis sammendrag

  Today, there is an intensified debate on the potential pitfalls and possibilities of digital education. One concern regards the bodily presence as a precondition for socio-political experience in educational settings. Another is the importance of the presence of the body (rather than just the mind) for learning. However, today’s debate tends to overlook students who benefit exceedingly from digitization. For some of these students, digital education is even a precondition for participation and inclusion. So, a concern is how to understand the educational and political challenges of the “absent body” in a way that does not overlook and exclude the many-faceted experience of vulnerable and marginalized groups. In that regard, I want to offer three tentative comments to your lecture in regards to our conceptions of 1) the phenomenon of education 2) Detachment and attachment, and 3) the political

• Strand, Torill (2023). The paradoxical attributions of a new tonality. Vis sammendrag

  Today, there is an urgent call for a new tonality in the discourse on education. While the ideals of economic and personal growth are slowly destroying the planet we inhabit and its inhabitants along with it, education – often seen as the solution to this problem – is slowly being suffocated by the very same ideals. To move beyond this destructive logic of growth, we have to retune the way we think of education. The new tonality needs to take us away from the logic of progress and rather propose a logic of presence. However, to what degree is it possible to escape the underlying logic of progress in education?

• Strand, Torill (2023). Cinema, Philosophy and Paideia. A Badiouan analysis of the Iranian movie “Hit the Road” .
• Strand, Torill (2023). Cinema as Political Education. Vis sammendrag

  In this paper, I explore the Iranian film Hit the Road (Panahi 2021) through the eyes of the French philosopher Alain Badiou. In doing so, I adopt a philosophical methodology with the dual ambition to explore the pedagogies of this film and to acquire insights on the distinctiveness of Badiou’s conception of the triadic link between cinema, philosophy and paideia (ethical-political education). Hit the Road tells a story of a family of four on a mysterious road trip. “We’re being followed,” mother whispers as she looks in the side mirror. The grumpy father in the back wrestles an apparently toothache and a broken leg, while the silent elder son drives the car. A sick stray dog rests in the trunk, while an energetic six-year-old brother leaps around, babbling his observations on life, the universe and everything. His numerous whims drives his family to distraction, but some of his jabber reminds of Psalm 8:2 “Through the praise of children and infants you have established a stronghold against your enemies …” This funny, tragic and moving film is written and directed by Panah Panahi, son of the distinguished Iranian filmmaker Jafar Panahi who recently was imprisoned for six years in a campaign by the Iranian authorities to silence this form of art (Zeydabadi-Nejad 2010). The Iranian authorities seems to consider the political power of cinema as quite strong. So what may be the latent pedagogy of this film? How can we link the film to paideia? To explore, I adopt a philosophical methodology with the dual ambition to describe Alain Badiou’s philosophy of cinema and to acquire deeper insights on the triadic link between cinema, philosophy and paideia (Badiou 2013, 2015, 2022). Next, I expose how the narrative of Hit the Road uncovering a silenced or hidden real, while confronting us with some ethical-political paradoxes (Badiou 2022). I close the paper by considering Badiou’s claim that cinema is a democratic emblem. Cinema is for everybody and there are no distinctions between elitist and vulgar forms. Cinema is therefore a question of democracy (Badiou 2013, 2015). Since the task of philosophy is to examine the contradictions of the contemporary world and to propose an orientation, philosophers should therefore “go to the cinema, take part in its democratic dialectics, and participate in this form of contemporary education” (Badiou 2015).

• Strand, Torill (2023). Political education through cinema. Vis sammendrag

  Political education through Cinema A Badiouan analysis of the Iranian movie “Hit the Road” I here explore the pedagogies of the Iranian film Hit the Road (Panahi 2021) through the eyes of the French philosopher Alain Badiou. My ambition is to use this film to illustrate Badiou’s conception of the triadic link between cinema, philosophy and ethical-political education. Hit the Road tells a story of a family of four on a mysterious road trip towards the end of a dirt road that leads nowhere. “We’re being followed,” mother whispers as she looks in the side mirror. The grumpy father in the back wrestles an apparently toothache and a broken leg, while the silent elder son drives the car. A sick stray dog rests in the trunk, while an energetic six-year-old brother leaps around like an untrained puppy, babbling his observations on life, the universe and everything. He surely drives his family to distraction, but some of his jabber reminds of Psalm 8:2 “Through the praise of children and infants you have established a stronghold against your enemies …”. This funny, tragic and touching film is written and directed by Panah Panahi, son of the distinguished Iranian filmmaker Jafar Panahi who was recently imprisoned for six years in a campaign by the Iranian authorities to silence this political form of art (Zeydabadi-Nejad 2010). So what may be the potential pedagogy of this film? To explore, I adopt a philosophical methodology with the dual ambition to describe Alain Badiou’s philosophy of cinema and to acquire deeper insights on the triadic link between cinema, philosophy and ethical-political education (Badiou 2005, 2013, 2015, 2022). I start by briefly introducing Badiou’s theory of cinema as an impure art, revolving around the contradictions of the world and the relationship between being and appearing. Next, I present the narrative of Hit the Road, while commenting on how it uncovers that which has been silenced, or covered over (Badiou 2022). Third, I further examine Badiou’s idea of cinema as an influential form of ethical-political education. I close the paper by considering Badiou’s claim that cinema is a democratic emblem. Cinema is for everybody. In addition, there are no distinctions between elitist and vulgar forms. Cinema, to Badiou, is therefore a question of democracy (Badiou 2013, 2015). Since the task of philosophy is to examine the contradictions of the contemporary world and to propose an orientation, philosophers of education should go to the cinema, take part in its democratic dialectics, and participate in this current form of ethical-political education. References Badiou, Alain (2005). Handbook of Inaesthetics. Stanford: Stanford University Press Badiou, Alain (2013). Cinema. Cambridge: Polity press Badiou, Alain (2015). Cinema and philosophy. Retrieved November 2022 from https://youtu.be/Arwso3fy50M Badiou, Alain (2022). The Immanence of Truth. Being and Event III. London: Continuum Panahi, Panah (2021). Hit the Road (Jadde Khaki). London: Picturehouse Entertainment Zeydabadi-Nejad, Saeed (2010). The Politics of Iranian Cinema. London: Routledge

• Nordahl, Marie Aurora; Idsøe, Thormod; Vaillancourt, Tracy; Wang, Mari Vaage & Brandlistuen, Ragnhild Eek (2023). Bullying victimization and internalizing and externalizing problems: The impact of teacher-child relations in the context of early childhood education and care.
• Nerland, Monika; Aanestad, Margunn; Hasu, Mervi ; Grisot, Miria & Sundt-Ohlsen, Harald (2023). Nye kompetansebehov i helsesektorens digitaliseringsprosesser. . Vis sammendrag

  Sesjon på EHiN-konferansen 2023: Hvilke kompetansebehov oppstår lokalt når helsetjenestene digitaliseres og teknologibruken intensiveres? Hva betyr dette for organisasjonene og for ansatte? Denne sesjonen presenterer nyere forskning om temaet, deriblant funn fra et pågående prosjekt der forskere fra UiO samarbeider med Oslo kommune. Sesjonen inkluderer en innledning, to foredrag basert på forskning i prosjektet CORPUS, og en kommentar fra samarbeidspartner i Oslo kommune.

• Smørdal, Ole (2023). Forskernatt - Forskernes eget talkshow.
• Omland, Maren; Amundrud, Anja; Hontvedt, Magnus; Hermansen, Hege; Siddiq, Fazilat & Rudningen, Gudrun [Vis alle 8 forfattere av denne artikkelen] (2023). Co-creation and student-staff partnership in higher education.
• Bratlie, Siri Steffensen; Rydland, Veslemøy; Lekhal, Ratib & Grøver, Vibeke (2023). Språkbruk og barnebøker i hjemmet, og språkferdigheter på morsmål og norsk hos torspråklige barnehagebarn: En latent profilanalyse.
• Touileb, Samia; Schjøll, Anita; Throndsen, Eivind; Solberg, Per Erik & Ludvigsen, Sten Runar (2023). The Ethics of Large Language Models.
• Kvamme, Euryph Line Solheim & Kjøbli, John (2023). Folk flest får faktisk feber og fobier. Nettavisen. ISSN 0808-2049. Vis sammendrag

  https://www.nettavisen.no/norsk-debatt/folk-flest-far-faktisk-feber-og-fobier/o/5-95-1368623

• Kjøbli, John (2023). Folk flest får faktisk feber og fobier. Nettavisen. Vis sammendrag

  https://www.nettavisen.no/norsk-debatt/folk-flest-far-faktisk-feber-og-fobier/o/5-95-1368623

• Amundrud, Anja; Omland, Maren & Rasmussen, Ingvill (2023). Microblogging and classroom talk. Vis sammendrag

  Digital technologies, such as iPads, mobile phones, laptops, and interactive whiteboards, are now used in most Norwegian classrooms and have, in various ways, changed how teachers and students work and interact. However, despite technology-induced change, language remains our most important tool for learning. Research shows that teaching students in primary and secondary education how they can use their language productively in educational dialogue to learn through interactions is beneficial. Today, explicit teaching of the dialogue skills needed for learning is sparse, and the increased use of digital technology shows a tendency to more individualised activities, leaving less time for interacting in educational dialogue. In this paper, we focus on these challenges and report the findings from a project with teachers from four different schools in Norway. The project aimed to incorporate dialogic pedagogy while using a digital microblogging technology, Talkwall, which is designed to help teachers engage their students in educational dialogue. In Talkwall, students talk together in small groups and write short messages that can be displayed, arranged and distributed across students’ devices and digital whiteboards for discussion in the whole class. The study explored the use of Talkwall in the classroom, specifically the teachers’ practices when combining an explicit focus on educational dialogue and microblogging, and the ways in which microblogging can enhance students’ participation in educational dialogue.

• Brock-Utne, Birgit (2023). Indigenous knowledge, language, and culture. .
• Brock-Utne, Birgit (2023). Researching Education in Africa – an insider and outsider perspective. .
• Brock-Utne, Birgit (2023). Learning from and Teaching Africans.
• Brock-Utne, Birgit (2023). The Transformative Role of Universities- Making the World a better place to live in: embedding Maori thinking and concepts such as Ubuntu, Vasudhaiva Kutumbakam, and Chikyu Minzokushugi.
• Brock-Utne, Birgit (2023). Å lære av og undervise afrikanere.
• Lackner, Elisabeth Josefine; Jungblut, Jens & Eide, Elisabeth (2023). Academic freedom in international collaboration.
• Monsrud, May-Britt; Karlsen, Jannicke; Klem, Marianne & Bratlie, Siri Steffensen (2023). Å vurdere språkkompetansen til flerspråklige barn med minoritetsbakgrunn: betydningen av språklige erfaringer. Norsk tidsskrift for logopedi. ISSN 0332-7256. 69(3), s. 22–30. Vis sammendrag

  Det kan være vanskelig å vite hva som er årsaken til svake norskferdigheter hos flerspråklige barn og unge med minoritetsbakgrunn. Ved å ta hensyn til individuell variasjon i bakgrunnsfaktorer som har innvirkning på språkutviklingen, kan vi med større sikkerhet vurdere årsaker til svake norskferdigheter. I denne artikkelen vil vi belyse noen av de bakgrunnsfaktorene som er mest sentrale i denne sammenheng.

• Pierroux, Palmyre & Steier, Rolf (2023). Expert and non-expert narratives in a hybrid reality architecture exhibition.
• Steier, Rolf (2023). Expert and non-expert narratives in a hybrid reality architecture exhibition.
• Sutphen, Molly & Solbrekke, Tone Dyrdal (2023). Academic hospitality in professional education: How and why to shift cultures in teaching and learning in higher education.
• Sugrue, Ciaran; Solbrekke, Tone Dyrdal & Sutphen, Molly (2023). Academic Hospitality, Interdisciplinary Education: Disruptive Leadership ?
• Elken, Mari (2023). Internasjonal studentmobilitet i en ny kontekst.
• Elken, Mari; Korseberg, Lene Kirstine & Wiers-Jenssen, Jannecke (2023). The rather unexpected introduction of tuition fees to non-EEA students in Norway .
• Elken, Mari & Maassen, Peter (2023). New geopolitical and social realities and internationalization of higher education in Europe.
• Elken, Mari & Korseberg, Lene Kirstine (2023). Challenging education? Post-pandemic digitalization and the rise of ChatGPT .
• Elken, Mari; Degn, Lise; Jungblut, Jens & Vukasovic, Martina (2023). Organising for excellence in education and research .
• Damsa, Crina I. & Barany, Amanda (2023). Preface . I Damsa, Crina I. & Barany, Amanda (Red.), Advances in Quantitative Ethnography. Proceedings of the 4th International Conference, ICQE 2022, Copenhagen, Denmark. Springer Nature. ISSN 9783031317255.
• Esterhazy, Rachelle; Kaliisa, Rogers; Sanchez, Daniel; Langford, Malcolm & Damsa, Crina I. (2023). Multimodal collaboration analytics in collaborative problem solving – a scoping review.
• Damsa, Crina I.; Muukkonen, Hanni & Rummel, Nikol (2023). MULTIMODAL ANALYTICAL APPROACHES IN RESEARCHING COLLABORATIVE PROBLEM SOLVING.
• Sanchez, Daniel; Esterhazy, Rachelle & Damsa, Crina I. (2023). Automated Feedback and Learning Design for Collaborative Problem Solving in Simulation Scenarios.
• Kaliisa, Rogers & Damsa, Crina I. (2023). Supporting teachers in hybrid learning environments: The role of learning analytics.
• Damsa, Crina I. (2023). Together for learning: Understanding the ecosystem of collaborative learning. Vis sammendrag

  More than ever before, collaboration and dialogue have become means to address major challenges we are currently facing - pandemic, conflict, humanitarian crises. At the macro societal level but also at the micro-level of workplaces and classrooms, knowing how to collaborate and how to solve problems together is paramount. Yet, while the value of working and learning together with others is widely acknowledged, meaningful and productive collaboration remains difficult to accomplish, gauge and guide. In this keynote, I will reflect on the complexity of the collaborative learning process and what it implies for researching these processes from an ecological perspective using new analytics techniques. Outcomes of collaborative learning have been examined extensively through scaled assessments and sociocultural studies continue to reveal new knowledge about the dialogical nature of collaborative learning. Yet remaining are questions about how individual cognitions are joined into productive interaction, how collaboration dynamics are shaped or what drives collaboration when difficulties occur. Against this backdrop, and taking departure in empirical research on small group collaboration in higher education contexts, I will discuss (i) the need for examining the collaborative process as an interrelated set of actions, people and resources – the ecosystem of collaborative learning, (ii) individual and collective factors salient to collaborative learning, and (iii) the multimodal nature of in-situ collaboration. Further, I will elaborate on how digital technologies and data-based analytic techniques offer new opportunities to examine some of the ‘black-boxed’ aspects of collaborative learning. This presentation will also consider the challenges of researching collaborative learning processes. First, I will address methodological challenges, primarily focusing on the pitfalls of reductionistic interpretation and the need for methodological triangulation. Second, I discuss a combined empirical and conceptual challenge; as digital traces of collaboration are disclosed through new digital technologies and analytical techniques, the question of what constitutes collaboration becomes highly relevant. I will conclude by exploring the implications of examining the ecosystem of collaborative learning for how we are framing education to prepare a young generation to jointly engage with present and future hardships.

• Sadorge, Christopher & Nerland, Monika (2023). Professional Learning in Design Work: Developing Patient Information Systems through Object Construction.
• Bratlie, Siri Steffensen; Rydland, Veslemøy; Lekhal, Ratib & Grøver, Vibeke (2023). Profiles of home language use and demographic factors among diverse young Norwegian dual language learners: A latent profile approach .
• Nerland, Monika; Hasu, Mervi & Grisot, Miria (2023). Discourses of Digitalisation and the Positioning of Workers in Primary Care: A Norwegian Case . Vis sammendrag

  The primary health services are subjected to intensified digitalisation with the aim of transforming care provision. Various smart and assistive technologies are introduced to handle the growing elderly population and enhance the opportunities for independent living among patients in need of continuous care. Research has shown how such digitalisation processes evolve in the intersection of different and often competing discourses, oriented towards phenomena such as service efficiency, cost containment, technological innovation, client-centred care and digital competence development. Often, increased technology use is presented as solutions to pressing problems. However, the way in which discourses are negotiated in work contexts and their mechanisms of inclusion/exclusion have received less attention. This article examines how care workers in the primary health sector are discursively positioned when care technologies are introduced in the services. We employ a perspective on discourses and subject positions in analysing strategic documents and interviews with care workers in a larger Norwegian city. We show how managerial discourses that focus narrowly on the implementation and mastery of individual technologies provide limited spaces for workers to exert influence on their work situations, while discourses that emphasise professional knowledge or broader technological and organisational relations provide a variety of resources for workers’ agency. The way care workers adopt and negotiate subject positions varies with their tasks and responsibilities in the organisation. We discuss the need to move beyond ‘solutionism’ in efforts to digitalise care work in order to provide inclusive spaces supporting the contributions of various worker groups.

• Yang, Junyi; Grøver, Vibeke & Lawrence, Joshua (2023). Idioms exposure in shared book reading and child vocabulary growth: An exploratory study.
• Mørch, Anders & Andersen, Renate (2023). Programming with Minecraft Bedrock Up: Modeling, Coding, and Computational Concepts.
• Nomat, Dilman; Grøver, Vibeke & Rydland, Veslemøy (2023). Dual Language Use as a Resource in Word Explanations During Shared Reading.
• Nerland, Monika (2023). Exploring professional knowing and learning in local and extended contexts of practice.
• Nerland, Monika; Brandenberger, Isabel Alexandra & Hasu, Mervi (2023). Relational meta-work emerging during technology integration in primary care.
• Domanchin, Morgane Barbara; Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf (2023). Co-designing for Immersive Learning Experiences in the Classroom . Vis sammendrag

  This research draws on a teacher-led innovation project to create digitally mediated learning experiences targeting the theme of “Health and Wellbeing”. Over a year, high school teachers, students and researchers co-designed three interdisciplinary learning activities involving immersive technologies such as virtual reality (VR) and augmented reality (AR) as well as social media. Each of the three learning activities represents flexible innovative learning ecologies targeting students’ deep learning. By adopting a design-ethnographic approach and social interaction analysis of the development process, the findings provide insight into the designed activities as reflective of broader learning ecologies. In addition, we discuss the potential of immersive technologies to support students’ talk and engagement in small groups. The study documents the development of new teaching and learning practices targeting societal level challenges.

• Lie, Elin Rødahl (2023). Gi seksåringen min tid til å leke på skolen. [Internett]. Forskersonen.no.
• Brandmo, Christian; Strømsø, Helge Ivar; Anmarkrud, Øistein; Ferguson, Leila Eve & Bråten, Ivar (2023). Epistemic Beliefs and Interest as Predictors of Student Teachers’ Attitudes towards Deep Learning.
• Ferguson, Leila Eve & Bråten, Ivar (2023). Unpacking pre-service teachers’ beliefs and reasoning: A scenario-based approach.
• Lahn, Leif Christian (2023). Hva kan vi lære av HELDAL-prosjektet? Nye verktøy og systemer for helhetlig dokumentasjon, analyse og læring i fag og yrkesopplæringen.
• Stenholm, Britha; Berntsen, Svanhild Kristine; Lahn, Leif Christian & Nore, Hæge (2023). How does the use of ePortfolios in vocational education and training challenge vocational didactics?
• Sundby, Anniken Hotvedt (2023). Språk i akademia handler om mer enn norskkrav . Morgenbladet. ISSN 0805-3847.
• Kvernbekk, Tone & Hovland, Brit Marie (2023). Counterfactuality and judgments of significance.
• Damsa, Crina I. & Barany, Amanda (2023). Preface 2022. Communications in Computer and Information Science (CCIS). ISSN 1865-0929. 1785, s. v–vi.
• Sundby, Anniken Hotvedt (2023). UiO-styret vedtok å utnemna ei arbeidsgruppe som skal føreslå ny språkpolitikk . [Internett]. UNIFORUM .
• Sundby, Anniken Hotvedt (2023). UiO-styrevalg: På dette fakultetet stemte bare én person. [Internett]. UNIFORUM .
• Sundby, Anniken Hotvedt (2023). Kronikk: UiO bør ikke ha dårlig tid med å utforme en ny språkpolitikk . Uniforum. ISSN 1891-5825.
• Haag, Katharina; Wang, Mari Vaage; Ask, Helga; Alexandersen, Nina; Zachrisson, Henrik Daae & Watts, Tyler [Vis alle 7 forfattere av denne artikkelen] (2023). Can Kindergarten experiences moderate effects of early risk classes on middle childhood behavioural and academic outcomes?,
• Haag, Katharina; Wang, Mari Vaage; Ask, Helga; Alexandersen, Nina; Zachrisson, Henrik Daae & Watts, Tyler [Vis alle 7 forfattere av denne artikkelen] (2023). Does Kindergarten quality moderate the effects of early risk on later childhood behavioural and academic outcomes?
• Hogstad, Kjetil Horn (2023). Narratological research and democracy education: a theoretical preparation for a study of democracy education.
• Kvernbekk, Tone (2023). Argumentational regret .
• Bostad, Inga & Hverven, Sigurd (2023). Ville verdier. Naturfilosofi i menneskets tidsalder. Filosofisk supplement. ISSN 0809-8220. 1(1), s. 54–61.
• Nomat, Dilman; Grøver, Vibeke & Rydland, Veslemøy (2023). Bilingual Parents Alternate between Their First and Second Language When Explaining Words to Their Children during Shared Reading.
• Kvernbekk, Tone & Bjarnø, Vibeke (2023). Teacher education In Norway. I Brito, Renato de Oliveira & Guilherme, Alexandre Anselmo (Red.), Formação de Professores ao redor do mundo: desafios e oportunidades. UNESCO. ISSN 978-65-87522-13-5. s. 263–277.
• Vartun, Marika & Bjermeland, Monica (2023). Barn fra fattige familier ligger to og et halvt år etter barn fra rike familier på skolen. Forskning.no. ISSN 1891-635X.
• Kvernbekk, Tone (2023). Evidensbasert pedagogisk praksis: Implementering av tiltak og vurdering av om de virker.
• Hogstad, Kjetil Horn (2023). Narratologi og demokrati.
• Øzerk, Kamil (2023). ANDRESPRÅKSPEDAGOGIKK - SAMMENLIGNENDE SPRÅKANALYSE UT FRA PEDAGOGISK PERSPEKTIV.
• Øzerk, Kamil (2023). Bærekraftig utvikling og samisk som urfolksspråk. Khrono.no. ISSN 1894-8995.
• Kvernbekk, Tone (2023). Teori under press.
• Kvernbekk, Tone (2023). Være i bevegelse.
• Ulvund, Stein Erik (2023). Temperament i lys av transaksjonsmodellen. I Flaten, Kirsten Helen (Red.), Temperament hos små og store barn. Cappelen Damm Akademisk. ISSN 9788202717520.
• Pierroux, Palmyre & Steier, Rolf Erik Jorgenson (2023). Experts and novice narratives in a virtual architecture exhibition.
• Oswald, Emily; Esborg, Line & Pierroux, Palmyre (2023). Memes in memory institutions: Youth interests and literacies as encountered disruption in design-based cultural heritage work.
• Amundrud, Anja & Rasmussen, Ingvill (2023). Collaborative design for professional development in digital schools: Co-designing digital technology to develop teachers’ dialogic practice.
• Engen, Bård Ketil; Steier, Rolf & Giæver, Tonje Hilde (2023). Digitalisering ved GFU.
• Rasmussen, Ingvill; Warwick, Paul & Smørdal, Ole (2023). Combining in-class microblogging and jointly created talk rules to enhance student participation in classroom dialogue.
• Ferguson, Leila Eve & Luimes, Maike Kristina (2023). Teaching in higher education (THE project): Teacher beliefs about teaching and research on teaching in higher education.
• Kvernbekk, Tone (2023). Hva var pedagogikk? Historiefilosofiske betraktninger.
• Espenes, Kristin; Tørmoen, Anita Johanna; Keles, Serap; Kjøbli, John; Helland, Siri Saugestad & Waaler, Pamela Marie (2023). Omsorgs – og Endringsmodellen (OEM): En DBT-informert miljøterapeutisk tilnærming i barnevernsinstitusjoner Teori og forskning. Vis sammendrag

  Undervisning for Mastergradsstudenter.

• Monica, Bjermeland; Amundrud, Anja; Smørdal, Ole & Tellefsen, Sølvi (2023). Bør alle kommuner skaffe seg en gaming-ekspert? Forskning.no. ISSN 1891-635X.
• Bjermeland, Monica; Amundrud, Anja; Smørdal, Ole & Tellefsen, Sølvi (2023). DET GRØNNE SKIFTET: En gamingekspert i hver kommune? Vis sammendrag

  Hvor innovasjonsvillige er norske kommuner, egentlig? Tør politikerne å ta et steg til siden for å la ungdom påvirke den lokale klimapolitikken, slik den nye kommuneloven sier at de skal? Forskerne Ole Smørdal og Anja Amundrud ved forskningssenteret Include og biblioteksjef Sølvi Tellefsen svarer «tja». De tre samarbeider nå om å utvikle et spill om klima som skal føre unge og kommunepolitikere nærmere hverandre i jakten på en effektiv klimapolitikk. Programleder er Monica Bjermeland.

• Tortzen, Anne; Smørdal, Ole; Solberg, Nina; Tellefsen, Sølvi; Leikanger, Iris & Sønstegaard, Hanne Marie (2023). Medvirkning og samskaping i klimaarbeidet – fra politiske ambisjoner til praksis. Vis sammendrag

  Lillestrøm kommune har høye ambisjoner om å utvikle nye samarbeidsformer med innbyggerne i klimaomstillingsarbeidet. Barn og unges innflytelse skal styrkes. Biblioteksjefen leder arbeidet med å vurdere om klimaspill kan være en egnet plattform, og hvordan utviklingen av spill kan samskapes med ungdom. Vi har invitert biblioteksjef Sølvi Tellefsen til å fortelle om prosjekt Klimaspill. Den danske forskeren Anne Tortzen fra Center for Borgerdialog har studert danske eksempler på klimarelatert samskaping og medvirkning, og gir ut boka med arbeidstittel «Klima, demokrati og samskapelse – kommunen som katalysator for borgernes klimaengasjement» på nyåret. Hun reflekterer over behovet for demokratisk fornyelse og polycentrisk styring, og hva vi eventuelt kan lære av danskene.

• Wittek, Anne Line (2023). Collegial supervision in practice.
• Seppänen, Laura; Toiviainen, Hanna & Hasu, Mervi (2023). Workplace learning for fair work on digital labour platforms. I Bound, Helen; Edwards, Anne; Evans, Karen & Chia, Arthur (Red.), Workplace Learning for Changing Social and Economic Circumstances. Routledge. ISSN 9781003227946.
• Hontvedt, Magnus (2023). Læring i høyere utdanning — Noen sentrale forskningsfunn og forslag til læringsaktiviteter.
• Rydland, Veslemøy & Lekhal, Ratib (2023). Språksterk - implementering og videreføring.
• Rydland, Veslemøy (2022). Utvikling av språkforståelse gjennom naturfag. Tidsskriftet Forskerfrø. ISSN 2703-8092. 2000(1/22), s. 46–49.
• Rydland, Veslemøy (2022). Språksterk: Et utviklings og forskningsprosjekt i flerspråklige barnehager.
• Haverkamp, Ymkje Elisabeth & Bråten, Ivar (2022). The role of strategic backtracking when reading to comprehend digital informational text on mobile devices.
• Bråten, Ivar; Brandmo, Christian; Ferguson, Leila Eve & Strømsø, Helge Ivar (2022). Beliefs about justification for knowing and the selection and processing of multiple documents: An intervention.
• Lascar, Justine; Domanchin, Morgane Barbara & Develotte, Christine (2022). Entre espaces physiques et numériques : les espaces de production des données de recherche. Vis sammendrag

  Dans le cadre d’une recherche, une équipe interdisciplinaire de chercheurs en collaboration avec le laboratoire ICAR a documenté les interactions dans un séminaire doctoral. De nature comodale, ce séminaire présentait la spécificité de combiner des participants à la fois en présentiel (à Lyon) et à distanciel (France, Chine, Angleterre) répartis sur divers artefacts techniques (plateforme de visioconférence, robot de téléprésence Beam, et robot Kubi). C’est ainsi que nous avons cherché à mettre en place un recueil de données qui puisse rendre compte de cette situation de communication complexe, qui comprend à la fois des interactions synchrones (i.e. par visioconférence, robot BEAM et/ou Kubi) et asynchrone (i.e. sur le chat). L’objectif du projet était à la fois de tester les atouts et limites de cette communication polyartefactée et de récolter des données pour l’étudier plus précisément par la suite. L’approche méthodologique choisie pour l’ensemble de la recherche s’appuie sur l’éthologie compréhensive (Cosnier & Develotte, 2011). Inspirée de la microsociologie (Goffman 1974) et de l’ethnographie visuelle (Pink, 2007, Ibnelkaïd, 2018), cette démarche d’observation naturaliste nous a amené à recueillir les comportements des participants (enregistrements vidéo, prises de son, captures d’écran) et à conduire des entretiens (entretiens semi-dirigés, entretiens d’explicitation). Les données récoltées se composent donc de données à la fois comportementales et liées au ressenti des participants. Plus précisément, les données sélectionnées pour constituer le corpus de recherche datent de 2016 et 2017 et d’une durée totale de 9h et 16 minutes, elles illustrent 5 recueils de données qui donnent à voir des séquences du séminaire notamment : Recueil 1 : Une data session montrant l’avancée des travaux d’un membre de notre équipe; · Recueil 2 : Une conférence en présentiel, à Lyon, présentée par des invités externes au groupe; · Recueil 3 : Une séance de travail au sein du groupe; Recueil 4 : Une conférence en distanciel, présentée par une invitée externe au groupe; · Recueil 5 : Une présentation dispensée par un membre du groupe à distance. Cette communication vise à décrire les espaces physiques et numériques de production des données de recherche spécifiques à ce projet polyartefacté. Dans cette perspective, les espaces seront abordés à travers les questions suivantes : Comment récolter les interactions de participants distribuées sur différents artefacts simultanément et dans une situation où se mêlent divers espaces aussi bien physiques qu’écraniques? Quels ont été les choix effectués et quelles seraient les améliorations possibles pour de futures recherches dans de tels contextes?

• Hontvedt, Magnus & Oddvik, Morten (2022). Digital universitetspedagogikk for Menighetsfakultetet.
• Domanchin, Morgane Barbara (2022). Fostering an effective learning climate within a hybrid doctoral seminar. Vis sammendrag

  This presentation will illustrate the implementation of a successful hybrid environment in a doctoral seminar, with a focus on ensuring an effective learning climate. Digital devices, among which a video conferencing platform, a Beam Robot and a Kubi Robot were used to support hybrid teaching and learning for face-to-face and remote participation. Findings and implication for practice are presented based on a research and development project conducted by the research group IMPEC (Screen-based Multimodal Interactions) and Christine Develotte at École normale supérieure de Lyon, France. See a video about the project here : https://www.youtube.com/watch?v=ghTtJOAtzeY

• Nore, Hæge; Lahn, Leif Christian; Berntsen, Svanhild Kristine & Stenholm, Britha (2022). HELDAL Nye verktøy og systemer for helhetlig dokumentasjon, analyse og læring i fag og yrkesopplæring.
• Silseth, Kenneth; Domanchin, Morgane Barbara & Arnseth, Hans Christian (2022). Engasjerende dybdelæring med AR og VR​ .
• Arnseth, Hans Christian & Domanchin, Morgane Barbara (2022). Pedagogisk innovasjon med AR og VR: Muligheter og utfordringer​. Vis sammendrag

  I denne forelesningen vil vi presentere DigiLiv-prosjektet som utvikler innovative læringsdesign innen temaet folkehelse og livsmestring. Hovedmålet med prosjektet er å utvikle tverrfaglige undervisningsopplegg hvor virtuell virkelighet (VR) og utvidet virkelighet (AR) gir mer engasjerende, relevant og dybdeorientert læring for elevene. I samarbeid med lærere, designere og forskere utvikler vi innovative praksisnære undervisningsopplegg i videregående opplæring. I denne presentasjonen vil vi, i tillegg til å beskrive innovasjonsprosessen, analysere hvordan AR og VR kan støtte læring i idrettsfag og samfunnsfag.

• Sivesind, Kirsten (2022). Hvordan brukes kunnskapskilder for å begrunne reformer for skoleverket? Hvem deltar? Resultater fra POLNET .
• Hovland, Brit Marie & Sivesind, Kirsten (2022). Tracing the empirical and practical groundwork of national curricula in the interwar period.
• Hontvedt, Magnus & de Lange, Thomas (2022). Vurdering i høyere utdanning .
• de Lange, Thomas (2022). Scholarship of Teaching and Learning (SoTL) & Teaching Portfolios for Phd-students.
• Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf (2022). Co-developing Immersive Learning Experiences in Interdisciplinary Projects in Upper Secondary Education.
• Andenæs, Agnes & Torvik, Eir (2022). Endringer i barneloven kan få svært uheldige konsekvenser. . Dagsavisen. ISSN 1503-2892.
• Vasbø, Kristin Beate; Silseth, Kenneth & Arnseth, Hans Christian (2022). Building community in the classroom through interdisciplinary health and life skills education.
• Wittek, Anne Line (2022). Kollegial veiledning.
• Lysaker, Odin & Evenshaug, Aurora Jacobsen (2022). Jo raskere vi lever våre liv, desto mindre tid opplever vi at vi har (intervju med Hartmut Rosa). Morgenbladet. ISSN 0805-3847.
• Ulvund, Stein Erik (2022). Den negative foreldretypen. [Avis]. VG.
• Ulvund, Stein Erik (2022). "Lille Mini" App for veiledning av foreldre med for tidlig fødte barn. [Internett]. Lille Mini app.
• Ulvund, Stein Erik (2022). Aldersguide for grensesetting 0 til 6 år:det er spesielt en "foreldrefelle" du bør unngå. [Internett]. Klikk.no.
• Ulvund, Stein Erik (2022). Mener følelses-oppdragelse skaper forhandlingsbarn. [Internett]. Nettavisen.
• Ulvund, Stein Erik (2022). Forskningsprosjekt om oppfølging av for tidlig fødte barn. [Internett]. Podcast UV-fakultetet.
• Ulvund, Stein Erik (2022). Familier med for tidlig fødte barn får ofte for dårlig oppfølging. [Avis]. Nordlys.
• Ulvund, Stein Erik (2022). Ekstremt for tidlig fødte barn kan få mange diagnoser. [Internett]. Forskning.no.
• Ulvund, Stein Erik (2022). Søskenforskning: Foreldrenes favoritt. [Avis]. Dagbladet.
• Ulvund, Stein Erik (2022). Studie av enebarn vekker oppsikt. [Avis]. Dagbladet.
• Ulvund, Stein Erik (2022). Barneoppdragelse: Fem klassiske feil foreldre gjør. [Avis]. VG pluss.
• Helland, Siri Saugestad; Kjøbli, John & Bårdstu, Silje Kvam (2022). Psykisk Helse . I Karlsdottir, Ragnheidur; Kvello, Øyvind & Hybertsen, Ingunn Dahler (Red.), Grunnbok i pedagogisk psykologi. Fagbokforlaget. ISSN 978-82-450-3363-2. s. 73–83.
• Munthe, Elaine; Erstad, Ola Andres; Njå, Morten Bergsten; Forsström, Sanna Erika; Gilje, Øystein & Amdam, Synnøve Hedemann [Vis alle 8 forfattere av denne artikkelen] (2022). GrunnDig og implikasjoner for lærerutdanning.
• Karseth, Berit & Wahlström, Ninni (2022). Volume 7: Approaches to the Curriculum and Its Politics. I Tierney, Rob; Rizvi, Fazal & Ercikan, Kadriye (Red.), International Encyclopedia of Education. Elsevier. ISSN 9780128186305. s. XIX–XXI.
• Karseth, Berit & Wahlström, Ninni (2022). Contemporary trends in curriculum research. I Tierney, Rob; Rizvi, Fazal & Ercikan, Kadriye (Red.), International Encyclopedia of Education. Elsevier. ISSN 9780128186305. s. 74–84.
• Nore, Hæge; Brevik, Birger; Lahn, Leif Christian & Berntsen, Svanhild Kristine (2022). E-portfolio didactics for vocational education and training. A Norwegian case (HELDAL) in action .
• Lahn, Leif Christian; Brevik, Birger & Nore, Hæge (2022). E-portfolios as drivers for innovation in vocational education and training .
• Bibi, Afshan (2022). The 8th Nordic Education History Conference in Aalborg, Denmark. Book chapter pre-launch presentation - "Schoolteachers, Child-Centered Education, and the Nordic Education Model; Danish and Norwegian Experiences, 1920-1935".
• Bibi, Afshan (2022). Lecture presentation of book chapter - "Schoolteachers, Child-Centered Education, and the Nordic Education Model; Danish and Norwegian Experiences, 1920-1935" at the Nordic Education Model Book launch. .
• Bibi, Afshan (2022). HumStud forskergruppe seminar for PhD-kandidater - presentasjon av andre artikkelen.
• Bibi, Afshan (2022). NordEd PhD candidates writing workshop – presentation of second article draft.
• Bibi, Afshan (2022). Norsk utdanningshistorisk nettverk - deltakelse i seminar av det nylig etablert Utdanningshistorisk nettverket i Norge.
• Bratlie, Siri Steffensen (2022). Minoritetsspråklige barn, morfologisk kunnskap og morfologisk intervensjon. Norsk tidsskrift for logopedi. ISSN 0332-7256. 68(4), s. 22–24.
• Sutphen, Mary; Damsa, Crina I. & Solbrekke, Tone Dyrdal (2022). Strong dissatisfaction of university pedagogy courses? [Avis]. Khrono - https://khrono.no/strong-dissatisfaction-of-univers.
• Damsa, Crina I. (2022). Digital undervisning er både en utfordring og en gevinst. [Avis]. Universitas - https://www.universitas.no/nyhetsintervju/digi.
• Damsa, Crina I. & Rosenberg, Gulbrand (2022). Pedagogisk bruk av digital teknologi.
• Damsa, Crina I. & Winstone, Naomo (2022). Conceptual, methodological and topical considerations for research on learning and assessment: towards an integrative research agenda.
• Grønning, Terje (2022). Nihon ni okeru seimei kagaku-kei chiho hatsu innovation initiatives ni kansuru jirei kenkyu (Case studies on life science and related regional innovation initiatives in Japan) .
• Njå, Morten Bergsten; Moltudal, Synnøve Heggedal; Erstad, Ola Andres & Hagen, Silje Bergill (2022). Digitalisering i grunnopplæring; Hvordan forstås digitaliseringsbegrepet i sentrale dokumenter?
• Rydland, Veslemøy (2022). Verktøy i kvalitetsmåling i barnehagen .
• Erstad, Ola Andres (2022). Mediepedagogikkens rolle i fremtiden - produksjonspraksis eller kritisk refleksjon? I Bastiansen, Henrik G.; Naalsund, Per Terje; Ohlmann, Carsten & Aase, Elisabeth Sølvberg (Red.), Fra panikk til pedagogikk? Mediefag i skolen gjennom 50 år. Et jubileumsskrift for foreningen Mediepedagogene. Mediepedagogene. ISSN 978-82-303-5494-0. s. 143–153.
• Araos Moya, Andres Arturo (2022). Exploring affordances and Agency in undergraduate students’ engagement with platform-based resources.
• Lackner, Elisabeth Josefine (2022). Studying the Relation Between Stakeholder Input and Higher Education Policy.
• Araos Moya, Andres Arturo (2022). Exploring affordances and Agency in undergraduate students’ engagement with platform-based resources.
• Pierroux, Palmyre (2022). The Role of Authenticity in Museum Learning .
• Lawrence, Joshua; Knoph, Rebecca; Hwang, Jin Kyoung & Hagen, Åste Marie Mjelve (2022). Measures of lexical ambiguity for 62,954 words.
• Knoph, Rebecca & Lawrence, Joshua (2022). Vocabulary tasks and target words are not equal: How language learners answer differently.
• Strømsø, Helge Ivar (2022). Students’ leisure time reading of books and websites predicts reading attitudes.
• Strømsø, Helge Ivar (2022). Do university students’ leisure time reading of printed and digital texts predict text comprehension? .
• Solheim Kvamme, Line & Kjøbli, John (2022). De fleste av oss vil få en psykisk lidelse. Forskning.no. ISSN 1891-635X.
• Kucirkova, Natalia & Grøver, Vibeke (2022). Correction to: The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children (Early Childhood Education Journal, (2022), 10.1007/s10643-022-01415-1). Early Childhood Education Journal. ISSN 1082-3301. doi: 10.1007/s10643-022-01434-y.
• Kiili, Carita Päivi Susanna; Bråten, Ivar; Strømsø, Helge Ivar; Hagerman, Michelle Schira; Räikkönen, Eija & Jyrkiäinen, Anne (2022). Why trust or mistrust? Sixth graders' ability to justify the credibility of online texts.
• Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Salmerón, Ladislao (2022). Effects of screen size and screen dynamics when reading digital text.
• Ronconi, Angelica; Veronesi, Valentina; Mason, Lucia; Manzione, Lucia; Florit, Elena & Anmarkrud, Øistein [Vis alle 7 forfattere av denne artikkelen] (2022). Learning from complementary sources: Do medium and context matter?
• Braasch, Jason L. G.; Haverkamp, Ymkje Elisabeth; Latini, Natalia; Shaw, Sabriyya; Arshad, Muhammad Safwan & Bråten, Ivar (2022). Belief bias when adolescents read to comprehend multiple conflicting texts.
• Haverkamp, Ymkje Elisabeth; Latini, Natalia & Bråten, Ivar (2022). Predictors and outcomes of behavioral engagement in the context of text comprehension.
• Brock-Utne, Birgit (2022). Reflections by a cultural commuter.
• Brock-Utne, Birgit (2022). Kampen for kiswahili – mot klassesamfunnet. . Klassekampen. ISSN 0805-3839. s. 25–25.
• Torgersen, Gerald; de Lange, Thomas; Ahlqvist, Jan; Levring Jäghagen, Eva & Møystad, Anne (2022). A comparative study of students perceptions of post-exam feedback in oral radiology - A teachers experience. Vis sammendrag

  Introduction Post-exam feedback aims to provide students with insight into their performances and enable them to identify knowledge gaps to guide further learning. According to a survey, giving post-exam feedback is mandatory in half of the responding universities in Europe. The aim of this study was to assess dental hygienist students’ perceptions of their learning gains from post-exam sessions in a university with (Umea) and without (Oslo) mandatory post-exam feedback and to compare differences in arrangements with the purpose of improving the quality of post-exam feedback. Materials and Methods The sessions were carried out among dental hygienist students from Umea University, Sweden and from University of Oslo, Norway. The post-exam feedback in Umea was given simultaneously with the exam results, while the session in Oslo was held after the students had received their results. The study was based on a qualitative approach, with two student focus group interviews conducted in each study context (Umea, n=13/Oslo, n=5). All the interviews were led by an unbiased external researcher. The interviews were transcribed verbatim, and a content analysis was performed to identify patterns in participant experiences and perceptions. The teachers subjective experience and thoughts of the activity will be reported. Results (Preliminary) Students from both contexts, with and without previous experience, appreciated the post-exam feedback, citing the learning benefits by clearing up uncertainties and revealing knowledge gaps and misconceptions. Students from Umea reported a somewhat stressful experience having simultaneously received their grades and during the feedback session, a tension that was not reported in Oslo. Most students suggested that the post-exam feedback sessions should always be carried out and last longer. Conclusions Post-exam feedback appears to support student learning. The reported learning outcomes depend on how the session is organized and this requires further investigation.

• Rasmussen, Ingvill (2022). “Professional learning as interactional accomplishments between participants and simulation-technologies. Sociocultural perspectives”.
• Rydland, Veslemøy (2022). Lekens betydning for små barns utvikling i overgangen mellom barnehage og skole.
• Rydland, Veslemøy (2022). Kvalitet i barnehagen med fokus på barnehager i flerspråklige områder.
• Rydland, Veslemøy & Lekhal, Ratib (2022). Støtte til barns språkutvikling i barnehagealderen.
• Kvamme, Ole Andreas; Karseth, Berit & Ottesen, Eli (2022). Verdier på glid. Bedre Skole. ISSN 0802-183X. 34(4), s. 56–61.
• Rasmussen, Ingvill & Smørdal, Ole (2022). Ny versjon av Samtavla.
• Rasmussen, Ingvill & Smørdal, Ole (2022). Ny versjon av Samtavla.
• Magnùsson, Gunnlaugur (2022). Har inkluderingen gått för långt? En blick på inkludering som policy. I Öhman, Anna (Red.), Etiska perspektiv på specialpedagogers yrkesroll och pedagogiska praktik. Studentlitteratur AB. ISSN 9789144155098. s. 151–178.
• Magnùsson, Gunnlaugur & Pettersson, Daniel (2022). Imaginaries of Inclusion in Swedish Education. Paper presentation within the symposium Approaches to historical research on education reforms, policy, and politics in the Nordic context and beyond.
• Magnùsson, Gunnlaugur & Rytzler, Johannes (2022). Micro-Resistance to Conveyor-Belt Teaching: Thinking about Higher Education with Didaktik.
• Magnùsson, Gunnlaugur & Rytzler, Johannes (2022). Towards a Pedagogy of Higher Education. The Bologna Process, Didaktik, and Teaching.
• Magnùsson, Gunnlaugur (2022). Comparative issues regarding segregation and the teaching profession. Comments from the discussant at the symposium: Urban segregation and everyday life in schools in disadvantaged areas.
• Magnùsson, Gunnlaugur (2022). Discussant´s comments, symposium within the conference Differentiation renaissance: revisiting a powerful and multilayered concept of education. .
• Sivesind, Kirsten (2022). Overrasket over hvor lite forskningsbasert skole­politikken er. Khrono.no. ISSN 1894-8995.
• Sivesind, Kirsten (2022). PISA har blitt en politisk kjepphest. Gjør ingen forskjell. Dagsavisen. ISSN 1503-2892.
• Sivesind, Kirsten (2022). Forsvinner fagene med fagfornyelsen?
• Sivesind, Kirsten (2022). Funn og fortolkninger fra POLNET prosjektet.
• Sivesind, Kirsten & Karseth, Berit (2022). Hvordan innhentes og brukes kunnskap i arbeid med norske og nordiske skolereformer?
• Baek, Chanwoong (2022). Dynamics of expertise-seeking arrangements in policymaking: Structure, participation,and legitimization strategies.
• Karseth, Berit; Bernotaite, Simona & Sundby, Anniken Hotvedt (2022). Curriculum making for the 21st century:The paperwork of OECD.
• Sivesind, Kirsten (2022). Comparing reform trajectories by moments of historical and societal transitions. Vis sammendrag

  The paper addresses how historical analysis of texts that are digitalized into full-text archives, provide new opportunities to examine dominating rationales and changes in reform trajectories and forms of curriculum control within a larger framework of historical and societal transitions. How can a researcher by the usage of digitalized search strategies identify 1) when in the history interests to develop national curricula were prevalent 2) which areas of knowledge they addressed, and 3) how international comparisons created moments of historical transitions? The paper provide examples from an ongoing-study of school reform policy in Norway. It illustrates how to use N-gram search to identify books and articles that can deepen existing knowledge about the usage of international comparisons, how spatial and temporal dynamic of the reform processes can be visualized and how examination of full-text sources help interpreting how educators have translated rationales about schooling by their scholarly role of acting as authors.

• Litherland, Kristina Torine (2022). Panel discussion on Creative Computing.
• Røsholt, Tone Sofie; Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib (2022). ECEC Teachers' Perceptions of Parent Collaboration to Support Children's Language Development in Multilingual Areas of Oslo.
• Røsholt, Tone Sofie; Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib (2022). ECEC Teachers’ Perceptions of Parent Collaboration to Support Children’s Dual Language Development in Multilingual Areas of Oslo.
• Litherland, Kristina Torine (2022). Tverrfaglige læringsopplegg med Minecraft.
• Bratlie, Siri Steffensen (2022). The effectiveness of a Norwegian app-based morphology program: Can Captain Morph help students with language minority backgrounds learn new words?
• Rydland, Veslemøy (2022). Minoritetsspråk. Vis sammendrag

  Veslemøy Rydland har forsket på flerspråklige barns utvikling. Hun har vært spesielt interessert i hvordan de samspillene barn inngår i, med andre barn og voksne, får betydning for deres språkutvikling. Rydland vil presentere resultater fra studier der hun har fulgt barn over tid og samarbeidet med barnehager for å prøve ut tiltak for å støtte barns språkutvikling.

• Bibi, Afshan (2022). The 8th Nordic Education History Conference in Aalborg, Denmark. "International progressive education ideas in Norway - the role of schoolteachers and educationalists in the Norwegian New Education Fellowship (NEF) section from 1929-1935".
• Bibi, Afshan & Christensen, Marit Eline Lervik (2022). Lærere reiste i dagevis for å skape en bedre skole for barna. [Internett]. UiO website and on Forskning.no.
• Strand, Torill (2022). «The only education is an education by truths». Alain Badiou on art, philosophy and education. . Vis sammendrag

  The French philosopher Alain Badiou (1937 - ) is one of the most significant philosophers of our time, well known for his Being and Event trilogy, in which he develops a philosophical system that elegantly deconstructs the idealism and romanticism in Heidegger. Being, to Badiou, is multiple and void. Moreover, truths are existential, ongoing and open-ended ontological operations emerging in tangible situations. Philosophy does not produce truths, but grasps them as they are thought under the four “truth-conditions” of art, science, love and politics. It is on this background we should read his axiom that “the only education is an education by truths”. The aim of this colloquium is to explore Badiou’s notion of education. In doing so, we ask what it means for “truths” to emerge under the conditions of art, science, love and politics. What may be the implication of philosophy to contend with its “outside”? Moreover, what may be the implication of Badiou’s claim that “the only education is an education by truths”?

• Aksnes, Siri Yde & Breit, Eric Martin Alexander (2022). Ableist workplaces revisited: Exploring positive relational practices in inclusive workplaces.
• Andreassen, Tone Alm & Breit, Eric Martin Alexander (2022). To refrain from a professional project.
• Kvernbekk, Tone (2022). Hva er pedagogikk?
• Hasu, Mervi & Saari, Eveliina (2022). Localising strategies in the early phase of digitalisation in primary health organisations. Case examples from Norway and Finland . Vis sammendrag

  How do organisations that make strategic decisions to digitalise their services begin to organise the workplace for digitalisation? In other words, how do organisations with different work contexts try to localise the various digital solutions and systems in tying (or configuring) them with work practices? Neither information systems research nor organisational or workplace learning research studying digitalisation has sufficiently addressed what kinds of localising strategies occur and what kinds of competences emerge locally in various organisational contexts during localising efforts (e.g. Vallo Hult et al. 2022). Thus, especially in the early phases, working towards local digital change can be constitutive for the further trajectory of digital transformation on organisational and network levels (Törmer & Henningsson 2018). This paper explores localising strategies in the early phase of digitalisation in two primary health organisations. The Norwegian case organisation (‘urban-distributed’) comprises several independent urban city districts responsible for local services and several specialist central agencies, such as the health agency, responsible for care development in medical, dental, psychosocial care, public health and development of the municipality’s professional systems. The Finnish case organisation (‘rural-integrated’) is responsible for both social and health care in a broad geographic region and comprises urban and large rural municipalities. We anticipated variation in the localising strategies of the two cases based on the developmental and demographic characteristics of both health care systems. We aimed to investigate how the different organisational contexts are displayed in the localising strategies of these organisations, particularly how the context-specific strategies address organising work roles and establishing required competences in different ways. Hertzum and Simonsen’s (2019) qualitative analysis of local competences in an IT development project in a hospital context inspired our paper. They formed a catalogue of seven competence categories, each of which comprised multiple qualitatively characterised competences that are needed locally to configure information systems and work practices for one another. To broaden the analysis of locally required competences outside a single project level towards organisation-wide digital change, we employed a practice-based perspective on a localising strategy for digitalisation. The analysis revealed both similarities and differences in the localising strategies in the two cases.

• Hasu, Mervi ; Nerland, Monika & Brandenberger, Isabel Alexandra (2022). Hvordan endrer velferdsteknologi arbeid og kompetanse i tjenestene? Presentasjon av foreløpige forskningsresultater og interaktiv seminar . Vis sammendrag

  Forskningsprosjektet CORPUS utvikler kunnskap om kompetansebehov og læring i helsesektoren ved å gjennomføre nærstudier av hvordan digitalisering fører til endringer i arbeidsorganisering og oppgavefordeling, hvilke kompetanser som trengs for å takle disse utfordringene, og hvilke læringsmuligheter som tilbys i det daglige arbeidet. Innføring og bruk av velferdsteknologi i Oslo kommune har vært et hovedområde for forskningen, med bydel N.N. som en sentral samarbeidspartner. CORPUS-prosjektet er nå midtveis i sin finansieringsperiode, og vi avslutter datainnsamlingen denne våren. Vi vil presentere de foreløpige observasjonene og funnene om (1) hvordan arbeidet i tjenestene endres med implementering og bruk av velferdsteknologi, og (2) hva endringene betyr for organisering av arbeidet, arbeidsroller og kompetansekrav. I tillegg vil vi gjerne (3) høre dine synspunkter og kommentarer, og diskutere hvilke funn som er mest relevante å fokusere mer på i den gjenværende prosjektperioden.

• Brandenberger, Isabel Alexandra; Hasu, Mervi & Nerland, Monika (2022). Reorganising practices in digitalising primary health services: The concerns of welfare technology coordinators.
• Øzerk, Kamil (2022). STERKE OPPLÆRINGSMODELLER FOR URFOLKSBARN.
• Øzerk, Kamil (2022). NEIS-modellen for språklæring og innholdsforståelse.
• Øzerk, Kamil (2022). LÆREMIDDLENES DIDAKTIKK.
• Tveit, Sverre (2022). The rise and fall of educational measurement in Norway from 1945 to 1980.
• Tveit, Sverre (2022). Unlocking Assessment Cultures - pre-conference workshop presentation.
• Lie, Elin Rødahl (2022). Gender, Equality, and Education—Are We About to Abandon Our Nordic Ideals?
• Hovdhaugen, Elisabeth & Tveit, Sverre (2022). Policy problems and paradoxes unveiled by the pandemic: Secondary grading and higher education admission in Norway.
• Tveit, Sverre; Sandvik, Lise Vikan & Fjørtoft, Henning (2022). The Norwegian legacy of resisting formal grading: Paradoxes and dilemmas.
• Aksnes, Siri Yde & Breit, Eric Martin Alexander (2022). De «med hull i cv-en» ble de mest engasjerte og lojale ansatte. Dagens næringsliv. ISSN 0803-9372.
• Kvernbekk, Tone (2022). Kausalitet, noen momenter.
• Mäkitalo, Åsa & Dalevi, Linn (2022). Mastering care? Welfare technologies in health care team decision practices.
• Mavroudi, Anna & Hokstad, Leif Martin (2022). Perspectives of faculty members on the use of learning technologies .
• Sadorge, Christopher (2022). Collaborative work in designing a system for patient information sharing in health care.
• Sadorge, Christopher; Nerland, Monika & Mäkitalo, Åsa (2022). New challenges for health professionals.
• Karlsen, Lisa-Marie (2022). Play assessment in Norwegian Preschools.
• Smørdal, Ole (2022). Breivoll fabrikker – bærekraft gjennom samskaping?
• Ernstsen, Sigrid; Furberg, Anniken & Arnseth, Hans Christian (2022). Enriching wellbeing competencies by bridging students’ personal experiences with canonical resources in collaborative interdisciplinary settings.
• Brock-Utne, Birgit (2022). Det må stilles krav til norsk språk i akademia. . Ordet. ISSN 0803-379X. 72(1), s. 12–12.
• Prilutskaya, Marina Yurievna & Knoph, Rebecca (2022). Developing metacognitive skills through pedagogical translanguaging: a case of writing in L2.
• Nes, Ragnhild Bang; Ness, Ottar; Kjøbli, John & Kvamme, Euryph Line Solheim (2024). Ill Communication: Adolescents with Co-Occurring Problems, the Systems They Encounter and the Interventions They Receive. Universitetet i Oslo.
• Nes, Ragnhild Bang; Kjøbli, John & Ness, Ottar (2024). Ill Communication: Adolescents with Co-Occurring Problems, the Systems They Encounter and the Interventions They Receive. Universitetet i Oslo.
• Pettersen, Kenneth; Silseth, Kenneth & Arnseth, Hans Christian (2023). Early Childhoods in the Postdigital: Inquiry into the Literacies of Young Children’s Contemporary Play with New Media Technologies. Universitetet i Oslo. ISSN 1501-8962. Fulltekst i vitenarkiv
• Maassen, Peter; Jungblut, Jens; Stensaker, Bjørn; Griffith, Rachel Mary & Rosso, Ariana (2023). Navigating competition and collaboration - The way forward for universities. Koerber Stiftung.
• Erstad, Ola Andres; Gilje, Øystein; Gudmundsdottir, Greta Björk; Wagstaffe, Rebekka Baunbæk; Kumpulainen, Kristiina & Viberg, Olga [Vis alle 9 forfattere av denne artikkelen] (2023). Datafication in and of Education – a literature review. European Schoolnet.
• Blom, Jenny; Nævestad, Tor-Olav; Lahn, Leif Christian; Milch, Vibeke & Hesjevoll, Ingeborg Storesund (2023). En studie av digitale virkemidler i føreropplæringen. Transportøkonomisk institutt. ISSN 978-82-480-2025-7. Vis sammendrag

  Hensikten med studien har vært å kartlegge digitale virke-midler som er aktuelle å bruke i føreropplæringen, som for eksempel kjøresimulator, blikksporing, interaktive tavler og dataspill, og erfaringer, inkludert muligheter og begrens-ninger knyttet til disse teknologiene. Vi har fokusert på kunnskap og ferdigheter som kan læres med digitale virke-midler og de sammenhengene det passer å bruke dem i. Basert på litteraturstudier og intervjuer indikerer vår studie at digitale virkemidler kan forbedre undervisningen og ha en positiv innvirkning på grunnleggende trafikk¬ferdigheter, når teknologien brukes på riktig måte. Digitale virkemidler kan bidra til å styrke teoretisk kunnskap, kjøreferdigheter og gjenkjenning av potensielt farlige situasjoner. Det er imid-lertid få studier som vurderer i hvilken grad læring fra digitale virkemidler er overførbar til atferd på veg, og det er usikkert om læringseffekter vedvarer over tid. De fleste informantene var positive til at mørkekjøring og mengde-trening kan læres bort i kjøresimulator og supplere konven-sjonell undervisning. Flere av de intervjuede var bekymret for at simulatoropplæring kan føre til overdreven tro på egne ferdigheter, som kan utgjøre en risiko i trafikken. Det ble også uttrykt bekymring for at digital undervisning erstat-ter konvensjonell undervisning, fordi det kan begrense lærernes innflytelse på elevenes holdninger.

• Blom, Jenny; Nævestad, Tor-Olav; Lahn, Leif Christian; Milch, Vibeke & Hesjevoll, Ingeborg Storesund (2023). Trafikklærerens rolle ved økt grad av digital teknologi i føreropplæringen . Transportøkonomisk institutt. ISSN 978-82-480-1412-6. Vis sammendrag

  Målene med studien har vært å kartlegge trafikk-lærer¬ens rolle ved økt bruk av digital teknologi i fører¬opplær¬ingen, for eksempel når deler av opplæringen kan gjennomføres i kjøresimulator, og undersøke hvordan man kan skape det beste samspillet mellom trafikk¬lærer, elev og teknologi. Vår studie, basert på gjennom¬gang av forskningslitteratur og intervjuer, viser at trafikklærens rolle er viktig ved bruk av digital teknologi i føreropplæringen, for å tilrettelegge, tilpasse og forklare undervisningen for eleven. Trafikklærerens bidrag til samspill skjer gjennom forståelse for teknolo¬gien og evne til å skape en helhetlig forståelse for elevens situasjon, og å legge til rette for refleksjon. De fleste vi intervjuet mente at læringsutbytte er betinget av elevens og lærerens innstilling til, og erfaring med, teknologien.

• Furberg, Anniken; Rødnes, Kari Anne; Silseth, Kenneth; Arnseth, Hans Christian; Kvamme, Ole Andreas & Lund, Andreas [Vis alle 12 forfattere av denne artikkelen] (2023). Fagfornyelsen i møte med klasseromspraksiser: Læreres planlegging og gjennomføring av undervisning om tverrfaglige tema. Universitetet i Oslo. ISSN 978-82-93847-11-3. Fulltekst i vitenarkiv
• Maassen, Peter; Martinsen, Dennis; Elken, Mari; Jungblut, Jens & Lackner, Elisabeth Josefine (2023). State of play of academic freedom in the EU Member States. Overview of de facto trends and developments. European Parliamentary Research Service. Vis sammendrag

  Currently, major breaches of and threats to academic freedom can be observed across Europe and the world. Presenting independent research into the de facto state of play of academic freedom in the EU Member States, this study has been designed to contribute to a better understanding of potential and real threats to academic freedom in the EU Member States, and ways in which the protection of academic freedom can be strengthened.

• Liljeros, Linn & Hasu, Mervi (2022). Integrering av velferdsteknologi – En kvalitativ casestudie av hvordan to kommunale aktører bidrar til utviklingen av fremtidens hjemmetjeneste. Universitetet i Oslo.
• Amdam, Synnøve Hedemann & Erstad, Ola Andres (2022). Media teachers' discursive understandings in developing 21st century education: Are we the tugboat, the satellite, or the terror cell? 7Letras. Vis sammendrag

  The overarching aim of this thesis is to explore media teachers' understandings of being teachers, of their educational practices and goals, and how the teachers link these understandings to their epistemic beliefs within a framework of 21st century and media literacy education and research. The focus is particularly on a study program established as an explicit answer to the challenges of the 21st century, combining academic and vocational media education in upper secondary school in Norway; The Media and Communication program started in 2000.

• Damsgaard, Hilde Larsen; Aurvoll, Cecilie & Enqvist-Jensen, Cecilie (2022). Meritteringsordningen ved Universitetet i Sørøst-Norge Sluttevaluering av pilotprosjekt om merittering (2019-2022). Universitetet i Sørøst-Norge/Universitetet i Søraust-Noreg.
• Munthe, Elaine; Erstad, Ola Andres; Njå, Morten Bergsten; Forsström, Sanna Erika; Gilje, Øystein & Amdam, Synnøve Hedemann [Vis alle 8 forfattere av denne artikkelen] (2022). Digitalisering i grunnopplæring; kunnskap, trender og framtidig kunnskapsbehov. Kunnskapssenter for utdanning. ISSN 978-82-8439-121-2.
• Næss, Rakel Rohde; Oddvik, Morten; Hontvedt, Magnus; Wiig, Astrid Camilla & Beal, Charlotte (2022). Den Magiske Fabrikken — Lærerstudenter som innovatører for læring om bærekraftig utvikling. Et forsknings- og utviklingsprosjekt om konstruksjon av opplevelsesbaserte undervisningsopplegg på Den Magiske Fabrikken. Universitetet i Sørøst-Norge/Universitetet i Søraust-Noreg.

Se alle arbeider i Cristin